Reading sketch 3 teachers guide

Get the students engaged by asking, “What did the cat do?” “What’s my name?” -Have the students listen to each word and point to the word that they hear.. Reading Comprehension Have the

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Reading Sketch 3

Teacher's Guide

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Unit 1|

My Baby Brother

Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1 To learn baby vocabulary

2 To be able to use and understand the expression, “There were only two cats.”

3 To practice reading comprehension and word recognition

Prepare a PPT of baby animals Introduce some names of animal babies to the

class Example: duckling, spawn, etc

Have the students read the ‘Get Ready’ text together

Get the students engaged by asking, “What did the cat do?” “What’s my name?”

-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 “Do you

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During Reading

Have the students listen ask the 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 How many cats were there?

2 What did the cats have?

3 Who was the baby?

After Reading

Try it!

How many baby animals do you see in the picture? Have the students count the

baby animals and name them

Mini Check Up

1 Two cats have kittens

2 Two rabbits have puppies

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

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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, “How many rabbits were there?” 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 rearrange the letters to form the name

of each Have them write the name of each animal under the picture Choose

some students and have them write the answer on the board

Your Turn

Ask the students what the names of the babies are Have them draw a line from

the moms to the babies

Extra Idea:

Have the students get out a blank sheet of paper Ask them to draw a 3X3 bingo

sheet on it

Give them these words to play:

Dog, puppy, cat, kitten, chicken, chick, rabbit, bunny, and one free space

Have the students write the words anywhere on their bingo sheet Then, say one

of the animals The students will then cross off the opposite of what you say

Example: Teacher says, “Dog.” The students will then cross off puppy This

helps the students remember the baby names for each animal

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

2 There were only two dogs

3 There was only m e and my parents

grandmother / kittens / There / puppies / rabbits / cute / baby / brother

Dictation

Writing Practice

Word Activity

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Unit 2|

That’s Mine!

1 To learn school item vocabulary

2 To be able to use and understand the expression, “Whose ruler is this?”

Introduce a few more school things Example: book bag, pencil, etc

Prepare matching word cards with pictures on them Have students work with a

partner Give each pair a bag of the matching cards Ask them to place the cards

face down on their desk Have the students take turns choosing two cards, and

reading the item name The partner with the most cards at the end of the game

will win

Get the students engaged by asking, “What is this?” “Who’s diary is it?”

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During Reading

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

reading the story out loud

1 Whose ruler is it?

2 Whose markers are they?

3 Whose eraser is it?

After Reading

Try it!

What do you have in your school bag? Have each student slowly take out

everything in their bags and name each item

Mini Check Up

1 The ruler may be Laura’s

2 The eraser may be Josh’s

their arms

Questions 1&3:

Question 2:

Have the students scan for the name, “Josh.”

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Pattern Talk

Ask, “Whose marker is this??” Then have the student respond

Word Power

Have the students look at each picture, and fill in the missing letters from each

word Choose a few students to spell the words out loud

Your Turn

Have your students draw the things in their school backpacks, including the

names of each item Draw a big backpack on the board Have a few students

come to the front and draw one of their items on the board (with the name.)

Extra Idea:

Play a guessing game that will review the school items that were learned

throughout the unit Prepare a backpack with school items in it Ask for a

volunteer Blindfold the volunteer Have the volunteer take an item out of the

backpack Let the volunteer touch the item and guess what it is Let a few

different students have a chance to guess Students should speak in full sentences:

It’s a _

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2 Whose eraser is this?

3 Whose diary is this?

ruler / notebook / Whose / eraser / markers / ours / diary / mine

Dictation

Word Activity

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Unit 3|

Nixie the Monster

1 To learn body part vocabulary

2 To be able to use and understand the expression, “I have a big head.”

Introduce a few more body parts Example: hair, ears, nose, leg, belly button

Draw a picture (human animal or monster) on the board, pointing out each body

part Then, erase the picture Have the students draw each part

Get the students engaged by asking, “How many eyes do we have?” “How many

arms do we have?”

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

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During Reading

Have the students listen ask the follow along in their books Let the students take

turns reading the story out loud

1 Who is Nixie?

2 How many ears do I have?

3 How many toes do I have?

After Reading

Try it!

Find and circle all the hidden monsters They have one eye and three legs Let the

students circle each hidden monster in the picture!

Mini Check Up

1 Nixie has a big head

2 Nixie has no mouth

their arms

Questions 1&3:

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Pattern Talk

Ask, “What does Nixie have?” Then have the student respond

Word Power

Have the students look at each picture, and fill in the missing letters from each

word Choose a few students to spell the words out loud

Your Turn

Let the students read the description of Pixie out loud As they read, have them

draw Pixie on the blank page

Extra Idea:

Incorporate monsters and body parts by playing a monster drawing game

Prepare dice, crayons, and blank paper Divide the class into small groups Give

each student a blank piece of paper and give each group crayons and a die

Assign each number on the dice to a body part

The students will then take turns rolling the dice If a student rolls a 1, than he or

she will have to draw a head on their monster It is okay if a student gets five of

one body part It is a monster after all!

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2 I have two very short legs

3 I have two small ears

head / ears / nose / have / mouth / arms / hands / toes

Dictation

Word Activity

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Unit 4|

Cold Places

1 To learn North and South Pole vocabulary

2 To be able to use and understand the expression, “Their skin keeps them warm.”

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

Get the students engaged by asking, “Where do we live?” “What keeps us warm?”

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

fur feel like?” and “How do penguins walk?”

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During Reading

Have the students listen ask the follow along in their books

Let the students take turns reading the story out loud

1 Who are a bear’s friends?

2 What keeps a polar bear warm?

3 Who are seals friends with?

After Reading

Try it!

What can you see in both the North and South pole? Look at the pictures of the

animals Which ones can you see in both locations? Which ones are only found

in one location?

Mini Check Up

1 White foxes are penguin’s friends

2 Penguins live in the South Pole

their arms

Questions 1&3:

Question 2:

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Pattern Talk

Ask, “Seals live in a cold place.” Then have the student respond

Word Power

Have the students look at each picture Let them read each word, and draw a line

to its matching picture Then have them draw a line to which Pole it can be found

Review by saying, “Penguin.” The students will then say, “p-e-g-u-i-n, it lives in

the South

Your Turn

The North and South poles look very similar Draw a picture of each in the box

**Have the students draw the animals that belong at the different poles

Extra Idea:

Have the students imagine what they would need if they had to move to the

North or South Pole Ask them to draw a picture of what they would wear!

Choose a few students to share their idea with the class!

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2 They live in the South Pole

3 Their skin keeps them warm

bear / foxes / Pole / fur / penguin / Seals / cold / keeps

Dictation

Word Activity

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Unit 5|

Town Map

1 To learn location vocabulary

2 To be able to use and understand the expression, “It is next to the bank.”

Get the students engaged by asking, “What color is the car?” “Who is next to the

boy?”

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

you get at a gas station?” and “What does a map do?”

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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

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

(keeping their place with a pencil)

1 Where is the hospital?

2 Where is the school?

3 Where is the grocery store?

After Reading

Try it!

How many buildings can you find on the map? Let the students look at the

picture for a moment Ask them to point out the name of each building on the

map to a partner

Extra Item:

Have the students work with a partner Tell the whole class to stand up Both

students will work together to create the right position Read direction words like,

“next to.” Have the students stand next to each other Continue like this until all

of the direction words have been practiced

Mini Check Up

1 The hospital is next to the bank

2 They are making a school map

their arms

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Questions 1&3:

Question 2:

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

Pattern Talk

Ask, “Where is the bank?” Then have the student respond

Word Power

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

choosing a few students to read the word for each picture

Your Turn

First, have the students read number 1-4 together Then, instruct them to read the

sentence, and draw the buildings on the map Have the students check their

partner’s map

Extra Idea:

Prepare two different maps Include some buildings on one map that are not on

the other map Make sure to put a box at the bottom of each map so that each

student knows what buildings they need to ask directions for Do an information

gap activity with the class Let the students choose partners Explain to the

students that, one student will have to explain where a building is

Example: S1: Where is the bank?

S2: It is across from the post office

The object of the activity is to ask and give directions, and for the students to be

able to understand the directions Students will be able to complete their maps

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2 It is behind the school

3 It is on the right side of the school

bank / post / office / behind / Where / gas / grocery / map

Dictation

Word Activity

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Unit 6|

Shopping Is Fun

1 To learn shopping vocabulary

2 To be able to use and understand the expression, “It’s four dollars.”

Get the students engaged by asking, “How much is it?” “Did she get it?”

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

a kite go?” and “What do you do with a yo-yo?”

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During Reading

Have the students listen ask the follow along in their books

Let the students take turns reading the story out loud

1 Where am I?

2 How much is the yo-yo?

3 How much is the kite?

1 The boy is at the supermarket

2 The yo-yo is four dollars

their arms

Pattern Talk

Ask, “How much is the kite?” Then have the student respond

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Extra Idea:

Have the students practice a little more Prepare a worksheet that has many

pictures of items on it Make sure to include the prices below the pictures Give

each pair of students a coin or a magnet Tell the students to flick the coin, trying

to get it on one of the pictures Have the student who flicked the coin to ask their

partner, “How much is it?” Their partner will then respond, “It’s dollars.”

The student who flicked the coin will then write their name on that picture The

student with the most pictures with their name on it, will be the winner

Word Power

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

few students to write the words on the board

Your Turn

Have the students write the name of each toy below its picture Let them choose

prices for each toy Also instruct them to draw any other toy, and make up a

name and price for it as well

Extra Idea:

Place several items on your desk Write a price on a small piece of paper and put

it under each item Divide the class into large groups Ask the groups, “How

much is it?” Have the students brainstorm together They will respond, “It’s

dollars.” The group that comes the closest to the right price will earn a

point The group with the most points at the end of the game will be the winner!

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2 It’s five dollars

3 I’ll take the top!

mall / yo-yo / much / kite / How / blocks / top / top

Dictation

Word Activity

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Unit 7|

The Fastest of All

1 To learn transportation vocabulary

2 To be able to use and understand the expression, “Ships go over water.”

Get the students engaged by asking, “What goes fast in the air?” “What goes fast

over water?”

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

an airplane look like?” and “What does a ship sail on?”

Extra Item:

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Ask them to draw this chart on their paper

Have all your students stand up Have them ask their classmates if they have

traveled on each of the modes of transportation

Example: “Have you traveled by _?” Yes, I have/No, I haven’t

During Reading

Have the students listen as they follow along in their books

Have the students take turns reading the story out loud

1 Where do gars go?

2 Where are subways?

3 Which is the fastest?

After Reading

Try it!

Circle the slowest one in the picture Have the students circle the slowest mode

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2 The airplanes go in the air

their arms

Questions 1&3:

Question 2:

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

Pattern Talk

Ask, “Where do cars go?” Then have the student respond

Word Power

Have the students look at each picture, and match each to the matching word

Then, have them draw a line from the picture to the location in which it travels

Your Turn

Have the students number the modes of transportation from slowest to fastest

Also have them write the names of each in the bubble

Extra Idea:

Have a paper airplane contest Introduce distance to the students Explain that

furthest is to fastest as distance is to speed Let each student make a paper

airplane out of plain paper Have the students take turn sending their paper

airplane through the class to see how far it can travel Find out whose airplane

can travel the furthest!

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2 Airplanes go in the air very fast

3 Trains go on the railroad tracks

Ships / Cars / go / Subways / Trains / airplane / fastest

Dictation

Word Activity

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Unit 8|

A Giant Snowman

1 To learn winter activity vocabulary

2 To be able to use and understand the expression, “Let’s play in the snow!”

Show your students a video of Frosty the Snowman or a relate winter fun video

Get them excited to read and learn about winter!

Get the students engaged by asking, “What do you make?” “Who throws the

snowballs?”

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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

1 How’s the weather?

2 What did they roll?

3 What does the snowman wear?

After Reading

Try it!

What do you do for fun in winter? Choose a few students to share their

experiences during winter

Mini Check Up

1 The kids play in the rain

2 The kids roll snowballs

their arms

Questions 1&3:

Question 2:

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

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Pattern Talk

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

Word Power

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

choosing a few students to read the word for each picture

Your Turn

Ask your students to look at the items and then draw a few of them on the

snowman Draw a big snowman on the board, and choose a few students to draw

something on it

Extra Idea:

Prepare some scavenger hunt materials Divide the class into small groups Give

each group a paper snowman Hide snowman items in the class Make sure to put

group numbers on each item When you say go, have the students work in their

groups to find all of the items for their snowman The first group to find all of

their snowman parts, and put them together will win!

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