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Extra Activity: optional Read all four of the questions in the contents map as a class and then let the students brainstorm possible answers and say what they think each passage will be

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Curriculum Integration Reading Program

S U B J E C T

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Subject Link 1

Contents

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• Do you have a favorite flower?

Read the Big Idea question as a class Tell the students to call out the names of any flowers they know and write them on the board

Extra Activity: (optional)

After writing the names of the flowers on the board, read over the list as a class

Ask the students to close their eyes and erase one or two of the names Have the students open their eyes and guess which flowers are missing

2) Look at the contents map on page 7 and read the four subjects that the lessons are related to as a class Ask which of the subjects the students like the best

Have the students look at Lesson 1 Tell them today’s lesson is going to be about science and read the question to them Have the students brainstorm possible answers as a class, with a partner, or individually

Read all four of the questions in the contents map as a class and then let the students brainstorm possible answers and say what they think each passage will be about Ask the class which of the passages they think will be the most interesting

3) Have the students turn to Lesson 1 Ask them what they see in the picture Read the instructions for the Warm Up activity Have the students complete the activity as

a class, with a partner, or individually

4) Introduce the unit’s key words Use the related pictures to illustrate the definitions

or explanations that you give the students about the key words Or, have the students use the pictures to try and create their own simple definitions of the new vocabulary

Objectives

1 Students will learn about the four main parts of plants and their different roles

2 Students will make connections between the reading passage and their own experiences

3 Students will learn key words about the topic and be able to use the words in sentences

4 Students will practice reading comprehension skills such as identifying the main idea and supporting details

• What kind of flowers do you see?

• What color are the flowers?

Chapter 1

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Have a spelling race with the key words from the unit Split the students into two teams Ask a member of each team to stand at the back of the class Tell them one of the key words and practice spelling the word together several times Then shout “Go!” and have them run to the board and write the word down Whoever finishes first scores a point for their team

During Reading

1) Have the students turn to the passage Read the Let’s Focus question together as

a class Ask the students to think about the question while they read the passage

2) Play the recording of the passage and tell the students to follow along in the student book Next, have the students read the passage silently and ask them

to underline the main idea in each paragraph Then, read the passage as a class Pause after each paragraph to ask the students what the main idea of the paragraph is

3) After reading the passage, ask the students the Let’s Focus question Write down the different plant parts on the board Ask the class or individual students to use the passage to tell you one piece of information about each plant part If they have trouble thinking of information on their own, some of the following questions may be asked:

Ask the students to draw a picture and write a few sentences about a plant they have grown Encourage them to use the lesson’s key words in their sentences

Check the sentences for spelling and grammar Then, have the students show their pictures to the class and read their sentences out loud

After Reading

1) Have the students turn to the Reading Comprehension section If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete the page on their own or with

a partner and check the answers as a class If the students are not at a level to answer the questions by themselves, work on the answers as a class

2) Read the four sentences in the graphic organizer section as a class Then ask the students to write each of the sentences in the correct box Check the answers as a class

Write the four sentences in the graphic organizer section on separate pieces of paper and stick them facedown on the board Draw four boxes on the board and label them “Flowers,” “Leaves,” “Roots,” and “Stems.” Have the students work in pairs Time each pair to see how long it takes them to put each sentence in the correct box After they have put the sentences in the boxes, have the students read the sentences out loud

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ANSWER KEY: STUDENT BOOK

(Page 6) Big Idea:

words either individually or in pairs Check the answers as a class

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ANSWER KEY: Workbook Lesson 2 | National Flowers

Objectives

1 Students will learn about the national flowers of Austria and India

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Ask the students what country’s flag is in the picture Then show them pictures of flags from other countries (include the flags for Austria and India) and see if they can identify them as well Tell the students that the national flowers for two of the countries will be talked about in the passage Take a vote to see which countries the students think they will be

2) Have the students turn to Lesson 2 Tell them to look at the Warm Up page Ask them if they can name the flowers in the pictures Read the sentences for each of the pictures together as a class Then, read the Warm Up question to the students

Have the students work in pairs to answer the question Ask some of the pairs to share their answers with the class Do their classmates think that they chose the correct flower?

3) Ask the students to look at the pictures in part A of the Key Words section Read the words as a class and use the images to help explain the meaning of each word

4) Have the students complete the sentences in part B of the Key Words section

Tell them to read the sentences and circle the correct words If you feel that the students have a good understanding of the key words, have them answer the questions by themselves or with a partner If the students do not have a good understanding of the key words, work on the answers as a class

Write the sentences on strips of paper with blank spaces where the key words are supposed to go Put all of the strips of paper in a box Have the students take turns pulling a strip of paper from the box Have them read the sentence out loud

Can they remember which key word fits in the blank space? If your students are advanced, you could add some extra sentences to the box to allow the students to practice using the key words in different contexts

During Reading

3) After reading the passage, ask the students the Let’s Focus question Ask the students to use the passage to tell you different details about each national flower

If they have trouble thinking of details on their own, some of the following questions may be asked:

Ask the students to create their own national flower Tell them to draw a picture of their national flower and to write a few sentences about it Tell them to name their flower, say where it grows, and say why it is a special flower Encourage them to use the lesson’s key words in their sentences Check the sentences for spelling and grammar Then, have the students show their national flowers to the class and read their sentences out loud

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(Page 7) Contents Map:

(Page 17) Connect to Yourself:

Do you know what the national flower of your country means?

(Sample Answer) Yes, my country’s national flower is the hibiscus It means patience

(Page 18) Reading Comprehension:

1 c 2 b 3 a 4 c 5 a 6 Queen Flower

7 religious

(Page 19) Graphic Organizer:

Country – Austria, IndiaSize – small, largeColor – white, pinkMeaning – noble, pure and cleanPlace to Grow – high mountains, muddy water

Summary:

country / edelweiss / noble / India / water / float

After Reading

2) Read the words in the box under the graphic organizer as a class Then ask the students to write each of the words in the correct box Check the answers as a class

3) Have the students complete the summary by filling in the blanks with the given words either individually or in pairs Check the answers as a class

Separate the boys and girls in the class into two teams Have the teams take turns reading the summary Each member of the team will read one sentence When they finish, the person next to them will read the next sentence Time the teams to see how long it takes them to finish The team with the fastest time is the winner

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ANSWER KEY: Workbook

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Have the students make their own short songs about flowers Tell them to work in pairs or small groups and give them a few minutes to write some simple lyrics for their songs Or have everyone work together and create lyrics as a class Have the students sing their songs and have the class vote on which song is the best

2) Have the students turn to Lesson 3 Tell them to look at the Warm Up page Read the Warm Up questions to the students Then, read the phrase and sentence for the pictures together as a class Have the students work in pairs to answer the Warm Up questions Ask some of the pairs to share their answers with the class

Have any of the students ever given flowers to someone? What was the occasion?

Print out copies of the pictures for the key words (or find similar images on the Internet) Put the pictures (images only, no words) in a pile and shuffle them Give the pictures to a student and time how long it takes them to say all six key words

After they have finished, ask another student to do the same thing Whoever can say all six key words the fastest is the winner

During Reading

Divide the class into three groups Ask one group to read the passage in a high voice, tell the second group to read in a normal voice, and have the third group read with a low, deep voice Tell each group that they should read only when you gesture

to them As the conductor, you can have the groups read individually, two at a time,

or all at once

3) After reading the passage, ask the students the Let’s Focus question Ask the students to use the passage to tell you different details about how a flower was related to Schumann’s most famous work If they have trouble thinking of details on their own, some of the following questions may be asked:

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Do you know any songs about flowers?

(Sample Answer) Yes, I do I’ve heard a famous song called “Edelweiss.”

(Page 20) Warm Up:

When do people give flowers? Can you guess how people feel when they get them? (Sample Answer) People give flowers on special days like Mother’s Day and birthdays People feel happy when they get them

(Page 21) Key Words:

2) Read the sentences in the graphic organizer as a class Then ask the students to number the sentences in the correct order Check the answers as a class

Write the sentences from the summary on pieces of paper Put one sentence on each piece of paper Stick the sentences to the board with magnets and then mix them up Have the students work in pairs or small groups to put the sentences in the correct order Time them to see how fast they do it Whichever pair or group does it the fastest is the winner

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ANSWER KEY: Workbook

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Make a KWL Chart with the students Draw three columns on the board At the top

of the columns write, “What I Know,” “What I Want to Know,” and “What I Learned.”

As a class, use the lesson’s title, picture, and the question on the contents map to brainstorm things for the first two columns Then, fill in the third column after the students have finished the graphic organizer and summary for the passage

2) Have the students turn to Lesson 4 Tell them to look at the Warm Up page Read the Warm Up questions to the students Have the students call out which country they think grows the largest number of tulips in the world Then, look at the picture and read the sentence at the bottom of the page Did the students guess correctly?

Ask the students questions about the picture at the bottom of the page Some of the following questions may be asked:

Give the students a bit of time to look over the key words again Then ask them to close their books and give them a quick spelling quiz using the key words When giving the test, say the key word followed by a new sentence that uses the word

This will allow the students to hear the key words being used in different contexts (for example, “Pay Please pay for those shoes at the cash register.”) Correct the quiz

3) After reading the passage, ask the students the Let’s Focus question Ask the students to use the passage to tell you information about why tulips were so expensive in the past If they have trouble thinking of information on their own, some of the following questions may be asked:

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After Reading

2) Read the sentence parts in the box under the graphic organizer as a class Then ask the students to fill in the blanks with the correct sentence parts Check the answers as a class

Have the students create their own sentences like the ones in the graphic organizer

Using the passage, ask the students to write four sentences on a piece of paper

The sentences can be about anything from the passage, not just the main idea of each paragraph Tell the students to leave parts of the sentences blank and to write the missing parts at the bottom of the page Have them exchange papers with a partner and try to complete each other’s sentences

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ANSWER KEY: STUDENT BOOK ANSWER KEY: Workbook

Do you like tulips? Which country grows the largest number of tulips in the world? (Sample Answer) Yes, I like tulips a lot The Netherlands grows the largest number of tulips in the world

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Chapter 2

Objectives

1 Students will learn about the three important parts of a map: the compass rose, map key, and scale

a poll to see how many of the students have used a map before in the different instances

2) Look at the contents map on page 33 and read the four subjects that the lessons are related to as a class Ask which of the subjects the students like the best Have the students look at Lesson 5 Tell them today’s lesson is going to be about social studies and read the question to them Have the students answer as a class, with

a partner, or individually

3) Have the students turn to Lesson 5 Ask them what they see in the picture Read the instructions for the Warm Up activity Have the students complete the activity as

a class, with a partner, or individually

4) Introduce the unit’s key words Use the related pictures and sentences to illustrate the definitions or explanations that you give the students about the key words

Or, have the students use the pictures and sentences to try and create their own simple definitions of the new vocabulary

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Have the students practice giving directions using the map on pages 34 and 35

Ask them to use the directions in the compass rose and the symbols in the map key to tell you or a partner how to get to different areas on the map They can also use the scale to tell how far away places are

During Reading

Read the passage to the students Make some small mistakes while you are reading The students should follow along in their student books and correct you when you read something incorrectly

3) After reading the passage, ask the students the Let’s Focus question Next, ask the class or individual students to use the passage to tell you about each of the map parts If they have trouble thinking of information on their own, some of the following questions may be asked:

After Reading

2) Read the sentence parts in the box under the graphic organizer as a class Then ask the students to fill in the boxes with the correct sentence parts Check the answers as a class

Have the students draw a map of their neighborhood or town Tell them to include

a scale and a compass rose on the map And to also use a map key to explain the different symbols they want to put on their map When the students are finished, have them take turns coming to the front of the class and telling everyone how to travel somewhere on their map

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Summary:

lost / find / compass rose / direction / symbols / distance

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Lesson 6 | Descartes and the Fly

Objectives

1 Students will learn about how Rene Descartes made the coordinate plane

Have the students answer as a class, with a partner, or individually

2) Have the students turn to Lesson 6 Tell them to look at the Warm Up page Review the names of the animals together and then ask the students to look at the map and write the letter and number of where each animal is

Put a copy of the photo from the Warm Up page on the board (or draw a similar picture) Have a student stand up Give them a foam ball and ask them to throw it

at one of the animals When they hit an animal, the rest of the class will ask, “Where

is the (animal)?” The student will answer, “The (animal) is at (number, letter) Let the student choose who will try it next

Play charades with the key words Choose a student and ask them to mime out one of the key words The first student to guess the word correctly gets to act out the next key word

During Reading

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Tell the students that they will take turns reading one sentence each from the passage After each student finishes reading their sentence, they will point either left or right If they point right, then the next student has to read the sentence AFTER the one that was just read If they point left, then the next student has to read the sentence BEFORE the one that was just read

3) After reading the passage, ask the students the Let’s Focus question Ask the students to use the passage to tell you details about how Descartes made the coordinate plane If they have trouble thinking of details on their own, some of the following questions may be asked:

After Reading

2) Read the sentences in the graphic organizer as a class Then ask the students to number the sentences in the correct order Check the answers as a class

Type up several copies of the summary Cut out each sentence of the summary and put it in an envelope Have the students work in groups Give each group an envelope and tell them to arrange the sentences in order The group that correctly puts the summary together first is the winner

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Lesson 7 | Using Nature’s

Compass

Objectives

1 Students will learn about how stars and trees can help people who are lost to find their way

lesson will relate to science and then read the lesson’s title and the question to them Have the students answer as a class, with a partner, or individually

2) Have the students turn to Lesson 7 Tell them to look at the Warm Up page Read the Warm Up questions to the students Then, read the sentences for the picture together as a class Have the students work in pairs to answer the Warm Up questions Ask some of the pairs to share their answers with the class Have any of the students ever used a compass before?

Play hangman with the key words and sentences from part B of the Key Words section Ask the students to close their books Choose one of the sentences and write dashes on the board The number of dashes will match the number of letters

in the sentence The students then have to call out letters, with too many wrong answers leading to the completion of the gallows

During Reading

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3) After reading the passage, ask the students the Let’s Focus question Ask the students to use the passage to tell you different details about what people can use

Student: “Trees can show you which direction you are walking in.”) After the student has answered, ask another question and let them decide which student they want to throw the ball too

4) Read the Connect to Yourself question to the class Have the students work in pairs

or individually to answer the question Then ask the students to share their answers with the class

After Reading

Have the students work in pairs Tell them to close their books and ask them the reading comprehension questions For the multiple choice questions, do not tell them the possible answers Instead have the pairs try to brainstorm their own answers Once they are finished, ask them to open their student books and complete the reading comprehension questions How did their answers compare to the answers in the student book?

2) Read the sentence parts in the box under the graphic organizer as a class Then ask the students to fill in the blanks with the correct sentence parts Check the answers as a class

Write the words for the blanks on the board Ask five students to come to the front with their student books Have all the other students close their books Have each

of the five students read a sentence from the summary Tell them to say “blank” if they come to an empty space in the sentence The students sitting down will try to guess which word from the board fits in each of the blanks

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1 b 2 a 3 c 4 b 5 c 6 shadowy

7 North, Star

(Page 51) Graphic Organizer:

Paragraph 2 – fewer branches Paragraph 3 – moss on the north sideParagraph 4 – which way is north Paragraph 5 – nature as your compass

Summary:

nature / closer / branches / moss / shadowy / North Star

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Lesson 8 | Following Quilts to

Freedom

Objectives

1 Students will learn about how freedom quilts helped slaves escape

2) Have the students turn to Lesson 8 Tell them to look at the Warm Up page Read the Warm Up questions to the students Have them answer the questions as a class Then read the sentence at the bottom of the page together

Have the students work in pairs Tell them to tell their partner about any quilts they have at home What do the quilts look like? When does the student’s family use them? If the students don’t have a quilt at home, tell them to describe a quilt they would like to have What color would it be? What patterns would be on it?

Write the lesson’s key words in different places on the board Write some of the key words from the chapter’s other lessons as well Place two chairs in front of the board with a fly swatter on each chair Divide the class into two teams Have one

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During Reading

3) After reading the passage, ask the students the Let’s Focus question Ask the students to use the passage to tell you information about how freedom quilts helped slaves to become free If they have trouble thinking of information on their own, some of the following questions may be asked:

Have the students design their own freedom quilts Ask the students to draw their freedom quilt on a piece of paper Then have them write a few sentences about what the symbol on their freedom quilt means, and how the freedom quilt would help people Check the sentences for spelling and grammar Then, have the students show their freedom quilts to the class and read their sentences out loud

After Reading

2) Read the sentences in the box under the graphic organizer as a class Then ask the students to fill in the boxes with the correct sentences Check the answers as a class

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Do you know what a quilt is? What do you see on the quilts in the pictures?

(Sample Answer) A quilt is made by putting small pieces of cloth together I can see hearts, a house, and a basket of flowers

What other kinds of pictures do you think were on freedom quilts?

(Sample Answer) Maybe there were pictures of clothing to show where slaves could change their clothes or get warmer clothes for winter

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Lesson 9 | A Balanced Diet for a

Healthy Body

Objectives

1 Students will learn about the different roles of each food group

2) Look at the contents map on page 59 and read the four subjects that the lessons are related to as a class Ask which of the subjects the students like the best Have the students look at Lesson 9 Tell them that today’s lesson is going to be about science and health and read the question to them Have the students brainstorm possible answers as a class, with a partner, or individually

3) Have the students turn to Lesson 9 Ask them what they see in the picture Read the instructions for the Warm Up activity Have the students circle the foods they ate yesterday in the picture and then have them answer the question as a class, with a partner, or individually

4) Introduce the unit’s key words Use the related pictures and sentences to illustrate the definitions or explanations that you give the students about the key words

Or, have the students use the pictures and sentences to try and create their own simple definitions of the new vocabulary

Draw four columns on the board and write “Grains,” “Fruit and Vegetables,” “Meat, Fish, Eggs, and Beans,” and “Milk and Dairy Products” at the top of them Have the

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During Reading

3) After reading the passage, ask the students the Let’s Focus question Next, ask the students to use the passage to tell you information about the different food groups

If they have trouble thinking of information on their own, some of the following questions may be asked:

Write the names of many different healthy and unhealthy foods on strips of paper

Then, put the strips of paper in a box Have the students take turns pulling out three strips of paper Ask them to say, “For (meal name) I want to eat …” and then read the three strips of paper Have the rest of the class vote on whether the meal would taste good and if it is healthy or unhealthy

After Reading

2) Read the four sentences in the box under the graphic organizer as a class Then ask the students to write each of the sentences next to the correct food group

Check the answers as a class

Write the four sentences from the graphic organizer section on separate pieces

of paper and stick them facedown on the board Draw four boxes on the board and label them “Grains,” “Meat and Beans,” “Dairy Products,” and “Fruit and Vegetables.” Have the students work in pairs Time each pair to see how long

it takes them to put each sentence in the correct box After they have put the sentences in the boxes, have the students read the sentences out loud

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