Reading sketch 1 teachers guide

To practice reading comprehension and word recognition Have your students look at the picture.. To practice reading comprehension and word recognition Have your students look at the pict

Reading Sketch 1

Teacher's Guide

Unit 1|

My Family

Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1 To learn key family member vocabulary

2 To be able to use and understand the expression, “This is my grandfather.”

3 To practice reading comprehension and word recognition

Have your students look at the picture Ask them to describe the picture Who do

you see? Where are they? (A family at the beach)

Have the students read the ‘Get Ready’ text together

Get the students engaged by asking, “Who does the writer like?” and “Who is

part of the family?”

Next, have the students list to each word and point to the word that they hear

Then have them repeat each word Have the students take turn reading each word

To help the students understand the meaning of the key words ask, “What is your

grandfather’s name?” Do you have a brother?” If needed, draw an example

family tree to help students to visualize the relationship between members of

families

During Reading

Have the students listen as they follow along in their books

Let the students take turns reading the story out loud

Extra Item:

Have the students read the story aloud Have them take turns (One student will

read one line, and then the next student will read one line, etc.) Then, choose one

student to come to the front of the classroom Give them a piece of chalk or a

marker Have them draw a picture like the one in the sand Then have them read

the story according to THEIR real family Give a few different students

opportunities to participate

Have the students try to think back to the story Ask the students to close their

books (keeping their place with a pencil)

1 Which family members did you hear about in the story?

2 What is grandfather like? Brother?

3 What is the difference between older and younger?

4 How did the girl describe her sister?

After Reading

Try it!

Question: How many people are in the girls drawing?

— Have the students look at the drawing in the sand Have them identify

each face Where is the girl?

Mini Check Up

1 The girl has an older brother

2 The girl has four family members

Read each question true or false question Give the students a moment to think

Then, Read the question again Have the students either show an O or X with

their arms

Reading Comprehension

Have the students complete questions 1-3 based on the reading

Give the students some tips:

Question 1:

Have the students read each possible answer together Review each answer to

determine whether it is or is not the main idea of the story

Questions 2 & 3:

Suggest that the students go back to the story and scan for key words like: kind,

or younger sister

Pattern Talk

Have the students read the example sentences in the bubbles Call on a student

and have them choose one of the words in the idea box to complete the sentence

Then, give the students a few moments to work with a partner Have the pairs

practice taking turns asking each other questions and answering

Word Power

Have the students match the pictures to the words

Check the answers Ask the students to describe the picture

Which picture has a father? Students: A man in a red shirt

Your Turn

Have your students draw their family members in the frame Have them write

their family members’ names on the line

Extra Idea:

Engage your students by having them role-play Divide students into groups of

five Each of them will be a family member from the story Give them time to

practice Acting out actions (Mom will cook or hold a baby) One student will be

the main character, which will read the story

ANSWER KEY: STUDENT BOOK

4 This is my younger sister

grandfather / my / This / sister / family

Dictation

Writing Practice

Word Activity

Unit 2|

The Song Festival

Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1 To learn farm animal vocabulary

2 To be able to use and understand the expression, “The pig sings, “oink.”

3 To practice reading comprehension and word recognition

Have your students look at the picture Ask them to describe the picture

Have the students read the ‘Get Ready’ text together

Get the students engaged by asking, “What does the pig sing?” and “Who sings

with the pig?”

Next, have the students listen to each word and point to the word that they hear

Then have them repeat each word Have the students take turn reading each word

To help review the animals say, “What’s this?”

Extra Item:

Put a picture of each animal on the board Call two students to the front of the

classroom Give each student a pointer Then, say one of the animal names

and point it out more quickly than their opponent The student who finds the

animal the fastest will get a point

During Reading

Have the students listen as they follow along in their books Have them take turns

reading the story out loud

Extra Item:

Assign one animal name to various students Have all the students who were

assigned pig, read the line about the pig Have the students who were assigned to

be ducks, read the line about ducks, and so on Then, for the last line have all the

students read together

Have the students try to think back to the story Ask the students to close their

books (keeping their place with a pencil)

1 What farm animals did you hear about in the story?

2 What sound does the cow make? The sheep?

3 Who signs happy songs together?

After Reading

Try it!

Question: How many farm animals can you find in the picture?

Have the students look at the picture of the farm Count together, saying the

names of the animals out loud

Mini Check Up

1 The pig sings, “quack.”

2 The farm animals sing noisy songs

Read each question O or X question Give the students a moment to think Then,

Read the question again Have the students either show an O or X with their arms

Reading Comprehension

Have the students complete questions 1-3 based on the reading

Give the students some tips:

Question 1:

Have the students read each possible answer together Review each answer to

determine whether it is or is not the main idea of the story

Questions 2 & 3:

Suggest that the students go back to the story and scan for key words like:

cock-a-doodle-do, or have

Pattern Talk

Have the students read the example sentences in the bubbles Call on a student to

practice the conversation with you Have them choose one of the words in the

idea box to complete the sentence

Then, give the students a few moments to work with a partner Have the pairs

practice taking turns asking each other questions and answering

Word Power:

Have the students look at each picture and check the correct word

Check the answers What is the animal in picture number one? Students: It’s a

cow!

Your Turn

Have your students draw a picture of each of the animals that they learned about

in the story Ask them to write what each animal sang above each animal

Review by showing the animal pictures (from the pointer game) and saying, “The

cow sings _.” The students will then say, “The cow sings “moo.”

ANSWER KEY: STUDENT BOOK

ANSWER KEY: WORKBOOK

3 The sheep sings, “baa.”

4 They sing happy songs together

pig / sings / sheep / rooster / sing

Dictation

Writing Practice

Word Activity

Unit 3|

My New School

Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1 To learn school vocabulary

2 To be able to use and understand the expression, “This is a nice playground.”

3 To practice reading comprehension and word recognition

Have your students look at the picture Ask them to describe the picture

Have the students read the ‘Get Ready’ text together

Get the students engaged by asking, “What is my new school like?” “Is my new

teacher nice?”

-Have the students list to each word and point to the word that they hear

-Then have them repeat each word

-Have the students take turn reading each word

-To help the students understand the meaning of the key words ask, “What does

your classroom look like?” What is your teacher’s name?”

During Reading

Have the students listen as they follow along in their books

Let the students take turns reading the story out loud

Extra Item:

Have the students read the story aloud Have them take turns (One student will

read one line, and then the next student will read one line, etc.) Then, choose one

student to come to the front of the classroom Give them a piece of chalk or a

marker Have them draw a picture like the one in the sand Then have them read

the story according to THEIR real family Give a few different students

opportunities to participate

Have the students try to think back to the story Ask the students to close their

books (keeping their place with a pencil)

1 Which family members did you hear about in the story?

2 What is grandfather like? Brother?

3 What is the difference between older and younger?

4 How did the girl describe her sister?

After Reading

Try it!

Question: What things can you see at your school?

Have the students look closely at the picture, trying to identify the things that

they too have in their schools

There are nice trees

There is a nice bathroom

Mini Check Up

1 The boy loves his old school

2 There is a nice playground at the boy’s new school

Read each question true or false question Give the students a moment to think

Then, Read the question again Have the students either show an O or X with

their arms

Reading Comprehension

Have the students complete questions 1-3 based on the reading

Give the students some tips:

Questions 1&3:

Have the students read each possible answer together Review each answer to

determine whether it is or is not the main idea of the story

Question 2:

a)Suggest that the students go back to the story and scan for key words like:

There is

Pattern Talk

Have the students read the example sentences in the bubbles Call on a student

and have them choose one of the words in the idea box to complete the sentence

Then, give the students a few moments to work with a partner Have the pairs

practice taking turns asking each other questions and answering

Word Power:

Have the students complete each word by choosing the missing letter from the

tan box

Check the answers Choose students to read the spelling aloud or to write the

word on the board

Your Turn

Have your students draw their school Tell them to think, “What is there in my

school?”

Engage your students by having them do an information gap activity with a

partner Have each student take out a piece of notebook paper Keeping the

drawing of their school hidden, each partner will ask, “Is there a nice

in your school?” If there were a cafeteria in their partner’s school, the partner ho

asked the question would then draw a school with a cafeteria in it on their paper

The object of this activity is to draw a picture similar to their partners original

picture, without showing their partner their picture (Your turn)

3 There is a nice cafeteria

4 There is a nice classroom

school / playground / There / classroom / teachers

Dictation

Writing Practice

Word Activity

Unit 4|

Sweet Fruits

Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1 To learn fruit vocabulary

2 To be able to use and understand the expression, “It’s an apple It’s big.”

3 To practice reading comprehension and word recognition

Have your students look at the picture Ask them to describe the picture

Have the students read the ‘Get Ready’ text together

Get the students engaged by asking, “What color is it?” “What is it?”

-Have the students list to each word and point to the word that they hear

-Then have them repeat each word

-Have the students take turn reading each word

-To help the students understand the meaning of the key words ask, “What does

watermelon look like?” What color is a banana?”

During Reading

Have the students listen as they follow along in their books

Let the students take turns reading the story out loud

Have the students try to think back to the story Ask the students to close their

books (keeping their place with a pencil)

1 What are there many of?

2 What is small?

3 Are they all sweet?

After Reading

Try it!

Question: What fruits can you see in the picture? Say which your favorite is

Have the students look closely at the picture, trying to identify which fruit is their

favorite They may also identify which fruits they like and don’t like

Extra Item:

Play ‘pass the fruit’ with the class Distribute a picture of each fruit to a few

random members of the class Have the class read the story together The teacher

will press the bell, and say a fruit The students will stop passing and reading, and

the student with the fruit that was named will stand up If they can recite the part

of the story (without looking) about that fruit, then that student will get a point

Example: The teacher says banana The student stands up and says, “It’s a

banana It’s big.”

Mini Check Up

1 The apple is big

2 The watermelon is big

Read each question true or false question Give the students a moment to think

Then, Read the question again Have the students either show an O or X with

their arms

Reading Comprehension

Have the students complete questions 1-3 based on the reading

Give the students some tips:

Questions 1&3:

Have the students read each possible answer together Review each answer to

determine whether or not it fits

Question 2:

Suggest that the students go back to the story and scan for the word small

Pattern Talk

Have the students read the example sentences in the bubbles Call on a student

and have them choose one of the words in the idea box to complete the sentence

Ask the student, “What’s this?” Then have the student respond

Give the students a few moments to work with a partner Have the pairs practice

taking turns asking each other questions and answering

Word Power

Have the students complete each word by choosing the missing letter from the

tan box

Check the answers Choose students to read the spelling aloud or to write the

word on the board

Your Turn

Draw a fruit sandwich on the board Then ask your students draw their fruit

sandwich in their books Finally, have them write the names of the fruits they

used in the recipe

Extra Idea:

To summarize Unit 4, play a game with the class Choose two students Have one

student stand with their back facing the board Have the other student draw a

picture of a fruit (with colors) Make sure that the student with their back to the

board can’t see the picture Have the remaining students give the student who is

guessing some hints The hints cannot include the name of the fruit The class

will try to help the guessing student guess all the fruit names within 15 seconds

ANSWER KEY: STUDENT BOOK

ANSWER KEY: WORKBOOK

3 It’s a big watermelon

4 They are all sweet

fruits / apple / small / banana / sweet

Dictation

Writing Practice

Word Activity

Unit 5|

The Shoemaker and the Elves

Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1 To learn clothing vocabulary

2 To be able to use and understand the expression, “I can see a pair of shoes.”

3 To practice reading comprehension and word recognition

Have your students look at the picture Ask them to describe the picture

Have the students read the ‘Get Ready’ text together

Get the students engaged by asking, “Who can make shoes?” “How do they make

them?”

-Have the students list to each word and point to the word that they hear

-Then have them repeat each word

-Have the students take turn reading each word

-To help the students understand the meaning of the key words ask, “Who uses

magic?” What does an elf look like?”

During Reading

Have the students listen as they follow along in their books Let them take turns

reading the story out loud

Have the students try to think back to the story Ask the students to close their

books (keeping their place with a pencil)

1 What can the writer see?

2 How many elves are making the shoes?

3 Who made the nice shirts and pants?

After Reading

Try it!

Question: How many shoes can you find in the picture?

Have the students look closely at the picture, counting how many shoes are in the

picture Give the students a moment to count on their own Then ask them how

many they found

Extra Item:

Divide the class into small groups Instruct each group to come up with their own

version of the story

Example: I can see two more pairs of glasses

I can see three more pairs of glasses

Read each question true or false question Give the students a moment to think

Then, Read the question again Have the students either show an O or X with

their arms

Reading Comprehension

Have the students complete questions 1-3 based on the reading

Give the students some tips:

Questions 1&3:

Have the students read each possible answer together Review each answer to

determine whether or not it fits

Question 2:

Suggest that the students go back to the story and scan for the sentence: “Who is

making all the shoes?” The answer to that question will show them the correct

answer

Pattern Talk

Have the students read the example sentences in the bubbles Call on a student

and have them choose one of the words in the idea box to complete the sentence

Ask the student, “What can you see? Then have the student respond

Give the students a few moments to work with a partner Have the pairs practice

taking turns asking each other questions and answering

Word Power

Have the students draw a line from the picture to the correct matching word

Have the students check their partners’ answers

Your Turn

Have the students choose their favorite part of the story Have them write it in the

little book Finally, let the students fill in the missing words in the story summary

Extra Idea:

Have each student take out a blank sheet of paper Ask them to think of what

they would like to use magic to do Then have them draw a picture of what they

would do with magic At the bottom of the picture have them write, “What can

you make?” I can make _!

ANSWER KEY: STUDENT BOOK

ANSWER KEY: WORKBOOK

3 What can we do for them?

4 We can make them nice shirts and pants

shoes / can / magic / elves / shirts

Dictation

Writing Practice

Word Activity

Unit 6|

Rainbow Sisters

Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1 To learn color vocabulary

2 To be able to use and understand the expression, “I am wearing a red hat.”

3 To practice reading comprehension and word recognition

Have your students look at the picture Ask them to describe the picture

Have the students read the ‘Get Ready’ text together

Get the students engaged by asking, “What color is Tom’s hat?” “What is Jane

wearing?”

-Have the students list to each word and point to the word that they hear

-Then have them repeat each word

-Have the students take turn reading each word

-To help the students understand the meaning of the key words ask, “What things

are blue?” What things are green?”

During Reading

Have the students listen as they follow along in their books Have the students

take turns reading the story out loud

Have the students try to think back to the story Ask the students to close their

books (keeping their place with a pencil)

1 What am I wearing?

2 What color are my pants?

3 What are we?

After Reading

Try it!

Question: What is your favorite color?

Have the students look at all of the colors in the picture Have them find their

favorite color Also have them list the colors of the items in the picture Example:

Red flowers, yellow house, green grass

Extra Item:

Play a ‘Ping-Pong’ game with the students Divide the class into two teams Give

each time exactly the same sentence strips as the opposite team The sentence

strips will say things like, “Amy is wearing purple pants.” The teacher will say

signal words like “purple pants,” and the two students who have the sentence

about purple pants will have to stand up and say, “Ping-Pong.” The faster of the

two students will then read their sentence out loud The faster of the two students

will earn a point for their team

Mini Check Up

1 Amy is wearing a green hat

2 Amy is the girl’s brother

Read each question true or false question Give the students a moment to think

Then, Read the question again Have the students either show an O or X with

their arms

Reading Comprehension

Have the students complete questions 1-3 based on the reading

Give the students some tips:

Questions 1&3:

Have the students read each possible answer together Review each answer to

determine whether or not it fits

Question 2:

Suggest that the students go back to the story and scan for the words, “Amy is

wearing.”

Pattern Talk

Have the students read the example sentences in the bubbles Call on a student

and have them choose one of the words in the idea box to complete the sentence

Ask the student, “What are you wearing?” Then have the student respond

Give the students a few moments to work with a partner Have the pairs practice

taking turns asking each other questions and answering

Word Power

Have the students complete each word by choosing the missing letter from the

tan box and writing it in the empty space

Check the answers Choose students to read the spelling aloud or to write the

word on the board

Your Turn

Let the students choose a partner Have them draw and color what they and their

friends are wearing

Extra Idea:

To review, play a guessing game Describe the clothing that a student in the class

is wearing

Example: They are wearing a blue shirt

Let the students guess whom you are describing Give the students a chance to

choose someone to describe

ANSWER KEY: STUDENT BOOK

ANSWER KEY: WORKBOOK

3 I am wearing orange pants

4 Amy is wearing purple pants

red / green / wearing / purple / rainbow

Dictation

Writing Practice

Word Activity

Unit 7|

Busy Ants

Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1 To learn ant vocabulary

2 To be able to use and understand the expression, “They walk a lot.”

3 To practice reading comprehension and word recognition

Have your students look at the picture Ask them to describe the picture

Have the students read the ‘Get Ready’ text together

Get the students engaged by asking, “What do ants do?” “Do ants work hard?”

-Have the students list to each word and point to the word that they hear

-Then have them repeat each word

-Have the students take turn reading each word

-To help the students understand the meaning of the key words ask, “What can

you lift?” “Can you point to the ground?”

During Reading

Have the students listen as they follow along in their books Let the students take

turns reading the story out loud

Have the students try to think back to the story Ask the students to close their

books (keeping their place with a pencil)

1 Where do ants go?

2 What do ants make?

3 When do ants work?

After Reading

Try it!

Question: How many ants can you find in the picture?

Have the students count the ants in the picture

Extra Item:

Let the students choose a partner Ask them to re-write the story substituting the

words Have them choose another animal or insect Call on a few pairs to read

their story

Example:

Cats go in the house

They sleep a lot

They eat a lot

They play a lot

Mini Check Up

1 Ants go in water

Read each question true or false question Give the students a moment to think

Then, Read the question again Have the students either show an O or X with

their arms

Reading Comprehension

Have the students complete questions 1-3 based on the reading

Give the students some tips:

Questions 1&3:

Have the students read each possible answer together Review each answer to

determine whether or not it fits

Question 2:

Suggest that the students go back to the story and scan for the word, “make.”

Pattern Talk

Have the students read the example sentences in the bubbles Call on a student

and have them choose one of the words in the idea box to complete the sentence

Ask the student, “What do ants do?” Then have the student respond

Give the students a few moments to work with a partner Have the pairs practice

taking turns asking each other questions and answering

Word Power

Have the students look at each picture and check the correct word

Have the students check their partner’s answers

Your Turn

Have the students look at each picture of ants Ask them to fill in the missing

word in each sentence Choose a few students to read the correct answers

Extra Idea:

Show a small clip of “The Ants and the Grasshopper.” Ask the students to

identify what the ants are doing in the movie clip.”

ANSWER KEY: STUDENT BOOK

ANSWER KEY: WORKBOOK

3 Ants go on the ground

4 They work very hard all day long

ground / walk / dig / hills / work

Dictation

Writing Practice

Word Activity

Unit 8|

Watch Out!

Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1 To learn jungle vocabulary

2 To be able to use and understand the expression, “A snake can hide among the

Have your students look at the picture Ask them to describe the picture

Have the students read the ‘Get Ready’ text together

Get the students engaged by asking, “Who are you?” “What can you do?”

-Have the students list to each word and point to the word that they hear

-Then have them repeat each word

-Have the students take turn reading each word

-To help the students understand the meaning of the key words ,ask “What color

is a chameleon?” “What can you do?”

During Reading

Have the students listen as they follow along in their books Have them take turns

reading the story out loud

Have the students try to think back to the story Ask the students to close their

books (keeping their place with a pencil)

1 What can a snake do?

2 What are alligators?

3 What can an iguana match?

After Reading

Try it!

Question: Find all the animals in the picture

Have the students point out all of the animals in the pictures

Extra Item:

Let the students choose a partner Have them act out one of the lines of the story

Example: A snake can hide among the leaves One student would pretend to

slither, while the other pretends to be leaves The rest of the class would then try

to guess which line of the story they are acting out

Mini Check Up

1 A snake can hide among the flowers

2 An iguana can turn yellow to match the leaves

Read each question true or false question Give the students a moment to think

Then, Read the question again Have the students either show an O or X with

their arms

Reading Comprehension

Have the students complete questions 1-3 based on the reading

Give the students some tips:

Questions 1&3:

Have the students read each possible answer together Review each answer to

determine whether or not it fits

Question 2:

Suggest that the students go back to the story and scan for the word, “swamp.”

Pattern Talk

Have the students read the example sentences in the bubbles Call on a student

and have them choose one of the words in the idea box to complete the sentence

Ask the student, “How can an iguana hide in the jungle?” Then have the student

respond

Give the students a few moments to work with a partner Have the pairs practice

taking turns asking each other questions and answering

Word Power

Have the students look at each picture and check the correct word

Have the students check their partner’s answers

Your Turn

Have the students look at each hiding place Have them identify each habitat

Then give them time to match the correct animal to it’s hiding place

Extra Idea:

Divide the class into groups Have each group draw a poster Assign each group

one of the lines from the story Suggest that they try to hide their animal very

well! Lastly, when all groups have finished, have each group come to the front of

the class, and show their poster to their classmates Have them read their line

from the story together See if their classmates can easily find the animal in their

picture

ANSWER KEY: STUDENT BOOK