Reading sketch 2 teachers guide

To practice reading comprehension and word recognition Have your students look at the picture.. Get the students engaged by asking, “What does Sam do?” “What do we do?” -Have the student

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Reading Sketch 2

Teacher's Guide

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Unit 1|

We Garden Together

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

Have the students read the ‘Get Ready’ text together

Get the students engaged by asking, “What does Sam do?” “What do we do?”

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

are flowers?” “Where do weeds grow?”

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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 do I do with Amy?

2 What do I do with Ray?

3 What do I do with Jason?

After Reading

Try it!

What is your favorite season? How many flowers can you find in the picture?

Have the students count all the flowers

Extra Idea:

Ask the students to take out a blank piece of paper Have them re-draw the story

picture They should draw their face and their friends’ faces in the garden

Mini Check Up

1 The kids work in the garden

2 The girl plants flowers with Jason

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

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

determine whether or not it fits

Question 2

Have the students scan the story for the word, “weeds.”

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 you do with your friend?” 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

Extra Idea:

Have students find their partner Give each student in the class a sentence strip

Tell them to keep it secret Make sure that two students in the class have the

same sentences Then, have all the students stand up and walk around the

classroom Have them ask each other, “What do you do with your friend?” Each

student will then respond, (according to their sentence strip) “I _ with my

friend.” The first three pairs to find each other will get a point!

Word Power

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

Review the answers by reading the number, and having the students say the

correct answer

Your Turn

Let the students draw their own garden Tell them to include anything they would

like to put in it!

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

2 I pull out weeds with Amy

3 I water the flower with Jason

garden / weeds / help / plant / flowers / help

Dictation

Writing Practice

Word Activity

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Unit 2|

Shapes Everywhere

1 To learn shape vocabulary

2 To be able to use and understand the expression,

“There are squares on my blanket.”

Get the students engaged by asking, “What does mom have on her shirt?”

-To help the students understand the meaning of the key words, ask “Can you

draw a triangle with your finger?”

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During Reading

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

take turns reading the story out loud

How many circles can you find in the picture? Help the students to carefully

distinguish between the shapes Add up the number of circles in the picture

Extra Idea:

Create a PPT Using the animation function, show many shapes (not all the same),

and then take them away quickly Then ask, “How many did you see?”

The students will then respond, “There are _ .”

Mini Check Up

1 There are triangles on the girl’s pillow

2 There are circles on the girl’s blocks

their arms

Reading Comprehension

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

Give the students some tips:

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Pattern Talk

Ask the student, “What shapes are there?” Then have the student respond

Extra Idea:

Do short scavengers hunt with the students Have all the students put their heads

down, while the teacher distributes various paper shapes all over the classroom

Divide the class into five groups: Triangle, Circle, Square, Heart, and Star

Beginning with one group, give them 20 seconds to try to find all of the their

shapes Then, count how many they found Have each group take a turn The

group that finds the most of their shape will win

Word Power

Have the students look at each picture, and write in the missing letters Choose a

few students to spell each shape out loud

Your Turn

Have the students think of objects that look similar to each shape Then let them

draw those objects next to the shape that they resemble

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2 There are stars on my blocks

3 There are hearts on my clothes

squares / triangles / circles / stars / hearts / shapes

Dictation

Word Activity

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Unit 3|

We Are Friends

1 To learn hobby vocabulary

2 To be able to use and understand the expression, “Tim likes to dance So do I.”

Get the students engaged by asking, “What does Alice like to do?” “Who else

likes to do those things?”

-To help the students understand the meaning of the key words, ask, “Can you

dance?” “Do you like to listen to music?”

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During Reading

1 What does Tim like to do?

2 What are we?

After Reading

Try it!

What are the boys doing in the picture? Do you like to do those things? Have the

students look at each picture, and decide if they like doing that activity, or if they

would prefer to do something else

Extra Idea:

Ask the students to choose a friend in the class Have the students introduce their

friend by changing the words to the story Call on a few students; have them

introduce their friend to the class using their edited story

Mini Check Up

1 Tim likes to listen to music

2 Tim likes to play soccer

their arms

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Pattern Talk

Ask the student, “I like to go on a picnic?” Then have the student respond

Extra Idea:

Describe a “friend” in the class “She likes to dance.” “She is wearing pink.” The

students will try to guess who the friend is The student who guesses correctly

will then take the teacher’s place That student will then describe one of their

friends in the class

Word Power

Have the students look at each picture, and draw a line to the matching word

Also have them write in the missing letter

Review the answers by choosing some students to spell each word aloud

Your Turn

In the three circles, have the students draw some of their hobbies Choose a few

students to draw their hobbies on the board

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Unit 4|

The Magic Show

1 To learn five senses vocabulary

2 To be able to use and understand the expression, “It tastes sweet.”

Get the students engaged by asking, “What do you hear?” “What do you smell?”

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

band do?” “What is something that you can taste?”

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During Reading

1 What feels soft?

2 What smells delicious?

3 What am I excited for?

After Reading

Try it!

Touch something around you How does it feel? Have a few students tell the

class what they feel

Extra Idea:

Choose a student Blind fold the student Have them face the class Put something

in front of the student; have them feel the object Let them guess what it is Give

a few students an opportunity to participate

Mini Check Up

1 The boy touches the ice cream

2 The man sells hotdogs

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Question 2

Have the students scan the story for the word, “soft.”

Pattern Talk

Ask the student, “What smells delicious?” Then have the student respond

Extra Idea:

Create a PPT of several food items Show each picture, and have the students say

what that food tastes like

Word Power

Have the students look at each picture, and then re-arrange the letters and write

them in order in the boxes Choose a few students to write each word on the

board

Your Turn

Review the five senses Have the students make a list of what they can see, hear,

smell, taste, and touch Let them work with a partner

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Unit 5|

Where Do Animals Live?

1 To learn animal habitat vocabulary

2 To be able to use and understand the expression, “Lizards live in the desert.”

Show the students some pictures of animals Ask the students where they think

that the animals live Then, discuss each animal’s habitat together

Get the students engaged by asking, “What is it?” “Where does it live?”

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

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During Reading

1 Where do lizards live?

2 Where do horses live?

3 Where do beavers live?

After Reading

Try it!

How many animals can you find in the pictures? Have the students count the

animals, pointing to each one, and naming it

Mini Check Up

1 Lizards live in the sea

2 Horses live in grasslands

their arms

Questions 1&3

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Question 2

Have the students scan the story for the word, “forest.”

Pattern Talk

Ask the student, “Where do owls live?” Then have the student respond

Extra Idea:

Put the pictures of the animals from the beginning of the lesson on the board

Choose two students to come to the front of the classroom and turn their back to

the board Give each student a pointer The teacher will say, “This animal lives in

a river.” The students will then turn around and put their pointer on the picture of

the animal that lives in that habit as quickly as they can The fastest student will

earn a point

Word Power

Have the students look at each picture, and then check the correct habitat Let the

students check their partner’s answers

Your Turn

Have the students look at the habitat picture on page 26 Ask them to draw some

animals in their different habitats

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2 Owls live in the forest

3 Dolphins live in the sea

desert / grasslands / forest / sea / river / live

Dictation

Word Activity

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Unit 6|

It’s Water!

1 To learn water vocabulary

2 To be able to use and understand the expression, “It has no color.”

Ask the students what they know about water What do they do with water?

Where can they see water? Draw some pictures and organize the students’

responses on the board

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

-To help the students understand the meaning of the key words, ask “Do you like

water?” and “Can you pass me your pencil?”

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During Reading

1 What did Mikey ask Dr McDougall to pass?

2 What was it?

their arms

Pattern Talk

Ask the student, “Does water have a color?” Then have the student respond

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Word Power

First, ask the students to write in the missing letter Have the students look at

each picture, and draw a line to each key word

Your Turn

Let the students draw how water will change with each different process Choose

a few students to draw their answers on the board

Extra Idea:

Prepare some glasses and napkins etc Do a water experiment with your class

Have the students all gather in a large circle Put water on the napkin, in the glass,

and on the table Have the students describe the color and shape of each example

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Unit 7|

Making a Chair for Mom

1 To learn tools vocabulary

2 To be able to use and understand the expression,

“Can you pass me the hammer?”

Create a discussion Ask the students whether they would rather make a gift or

buy a gift for their moms Divide the class into two groups: make and buy Have

each group come up with reasons why children should make a present or buy a

present for their moms

Get the students engaged by asking, “What did the author pass?”

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

you sit on?” and “Which can you put color on something with?”

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During Reading

1 Who asked Ted to pass the hammer?

2 What else did Ted pass his dad?

After Reading

Try it!

Find the tool in the picture that can pull out nails Have the students look at each

tool and decide together whether or not it can pull out nails or not

Mini Check Up

1 Ted passes the pencils to his dad

2 Ted and his dad make a table

their arms

Pattern Talk

Ask the student, “Can you pass me the nuts and bolts?” Then have the student

respond

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Word Power

First, let the students write in the missing letters Have the students look at each

picture; connect each to the completed word Choose a few students to read the

spelling of each word

Your Turn

Ask the students to imagine what they would need if they were building a

treasure box Have them circle the tools that they need, and then decorate the box

Extra Idea:

Play a race game Divide the class into two groups Have each group make a line

Show the first students a picture of a tool Each group will have a different tool

Then spread the pictures out at the front of the classroom The first student will

then ask the next student in line, “Can you pass me the .” When the last

student receives the sentence, he or she will run to the front of the classroom and

pick up the picture of the tool from the front of the classroom The fastest team

will win!

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2 Can you pass me the hammer?

3 Can you pass me the screwdriver?

hammer / pass / nuts / bolts / paintbrush / chair

Dictation

Word Activity

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Unit 8|

Follow Them!

1 To learn movement vocabulary

2 To be able to use and understand the expression, “Do as monkeys do.”

Do an action and say what you are doing Have the students imitate the action

Then, say Simon says, “Put your hands on your head “ All students should put

their hands on their head Then say, “Hands on your ears.” The students who put

their hands on their ears will be out and will sit down The students need to listen

carefully for Simon says before following the teacher’s actions The last student

standing will be the winner!

Get the students engaged by asking, “Move as I ?” “Follow who?”

-To help the students understand the meaning of the key words, ask “Can you

make a frown?” and “Can you make a zigzag with your finger?”

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During Reading

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

1 What do monkeys do?

2 What do rabbits do?

1 Monkeys move in a circle

2 Penguins hop up and down

their arms

Question 1&3:

Question 2:

Have the students scan for the word, “zigzag.”

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Pattern Talk

Say, “Do as penguins do.” Then have the student respond

Word Power

Have the students look at each picture, and check the correct box Let the

students check their partner’s answers

Your Turn

Have the students look at the picture of the zoo Read each sign together Have

the students look at each animal and check to see if it is following what the sign

says it should do

Extra Idea:

Ask the students to think of many different famous people that they know Write

the names of those people on the board Act out a famous person Have the

students try to guess who you are

Example: Justin Beiber singing at a concert

The students should answer saying, “Do as Justin Beiber does.” “Sing a cool

song.”

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