Subject link starter 3 TG

If you feel 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 an

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S U B J E C T

Curriculum Integration Reading Program

Starter

L3

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Contents

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Extra Activity: (optional)

After writing the things the students do in winter on the board, read over the list

as a class Ask the students to close their eyes and erase one or two of the winter activities Have the students open their eyes and guess which ones 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 most

Have the students look at Lesson 1 Tell them today’s lesson is going to be about science and read the lesson’s title to them Then talk about the lesson’s picture as

a class

Look at all four of the pictures in the contents map as a class and then have the students 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 Read the Warm Up question to the students Then have the students read the sentences for each of the pictures as a class

4) Play the recording to introduce the unit’s key words Then use the 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

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

Chapter 1

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Print out copies of the pictures for the key words (or find similar images on the Internet) Show the students three of the pictures and then put the pictures facedown on a table or desk Spend 10 – 15 seconds mixing the order of the pictures around and then have the students try and guess what each picture is

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

Have the students work in pairs Tell each pair to take turns reading paragraphs

in the passage Time them to see how long it takes them to finish reading the passage The pair with the fastest time is the winner

3) After reading the passage, ask the students the Let’s Focus question Write down the animals in the passage’s winter habits on the board Then ask the students to

use the passage to tell you more details about the animals and their winter habits

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

Make a word search for the students with words related to keeping warm in winter (hat, scarf, gloves, mittens, jacket, boots, long underwear, hot chocolate, fireplace, etc.) There are free programs that can be found online that will generate word searches using vocabulary inputted by teachers

After Reading

1) Have the students turn to the Reading Comprehension section If you feel 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 words in the box under the graphic organizer as a class Ask the students

to write the words in the correct blanks and then to match the sentences to the

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ANSWER KEY: STUDENT BOOK

(Page 6) Big Idea:

What do you do in winter?

(Sample answer) I go skiing with my family every winter I also like throwing snowballs at my brother

(Page 10) Let’s Focus:

What are some animals’ winter habits?

Many birds fly south Black bears sleep through winter Rabbits grow thicker fur, and Arctic foxes change their color

(Page 11) Connect to Yourself:

How do you keep warm in winter?

(Sample Answer) I wear a hat, gloves, and a heavy jacket when I go outside

(Page 12) Reading Comprehension:

1 c 2 c 3 a 4 b

5 True 6 False 7 warmer / food

(Page 13) Graphic Organizer:

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ANSWER KEY: Workbook

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2) Have the students turn to Lesson 2 Ask them what they see in the pictures

Read the Warm Up question to the students Then have the students look at the activities in the box and circle what they want to do when it snows Tell the students

to form pairs and talk about their ideas with their partner

Pretend to do one of the actions from the box under the picture and ask the students to guess what you’re doing Then ask other students to come to the front and do winter actions The actions can be from the box or they can think of their own things to do The rest of the class can guess what they are doing

3) Play the recording to introduce the unit’s key words Then have the students fill in the missing letters in each word Tell them to use the hint box in the top left corner

of the page if they are not sure how to spell any of the words Use the 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 for the new vocabulary

4) Have the students complete the sentences in the Practice 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 key words on strips of paper and stick them to the board Have two students stand at the back of the room Read one of the sentences from the Practice section without saying the key word The first student to run to the board and touch the correct key word is the winner Have the winner race against another student and the student that didn’t win read the next sentence

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

3) After reading the passage, ask the students the Let’s Focus question Write down what Wilson Bentley found out about snowflakes on the board Then ask the students to use the passage to tell you more details about Wilson Bentley If they have trouble thinking of details on their own, some of the following questions may

Prepare nine questions about the passage before class and use them to play tic-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

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(Page 15) Key Words:

1 microscope 2 snowflake 3 melt

4 toothpick 5 separate 6 discovery

(Page 15) Practice:

1 melts 2 snowflakes 3 Toothpicks

4 discovery 5 separated 6 microscopes

5 False 6 False 7 toothpick

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 graphic organizer on separate pieces of paper and stick them in different places all over the board Have the students work in groups

of five Have the groups take turns putting the sentences in the correct order Time them to see how long it takes them to do it

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

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2) Have the students turn to Lesson 3 Ask them what they see in the pictures Read the Warm Up question to the students Then have the students match the winter sports with their equipment Correct the answers as a class

Pretend you’re doing one of the winter sports on the page and ask the students to guess what you’re doing Then ask other students to come to the front and pretend

to do winter sports The winter sports can be from the page or they can think of other ones The rest of the class can guess what they are doing

3) Play the recording to introduce the unit’s key words Ask the students to follow the lines to match the key words with the correct pictures Then have them write the correct key word under each picture

Use the 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 for the new vocabulary

Write the key words on the board and ask the students to close their books Read the definitions for the key words from page 7 of the workbook and ask the students

Show the students some videos of sled hockey games being played so that they can better visualize the things they have read about the sport in the passage

There are many clips of sled hockey games on YouTube and other online video streaming sites Here is a link for a short English summary video (less than three minutes long) of the Canada vs USA semi-final sled hockey game from the Sochi

2014 Winter Paralympic Games: http://www.youtube.com/watch?v=LELQQYOwF_s

3) After reading the passage, ask the students the Let’s Focus question Write down what sled hockey is on the board Then ask the students to use the passage to tell you more details about sled hockey If they have trouble thinking of details on their own, some of the following questions may be asked:

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1 sleds 2 sticks 3 disabled

4 equipment 5 shoot 6 net

What is sled hockey?

Sled hockey is a winter sport for disabled people Its rules are similar to ice hockey’s

What is your favorite winter sport?

(Sample Answer) My favorite winter sport is snowboarding I like it because it’s exciting

1 b 2 a 3 c 4 b

5 False 6 True 7 shoot / net

Equipment – sticks / passPlayers – two / skatersRules – net / goals

Summary:

disabled / sleds / shoot / rules / teams / winter

Ask the students to draw a picture and write a sentence about their favorite winter sport Check everyone’s sentences for spelling and grammar Then, have each student show their picture to the class and read their sentence out loud

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 blank Check the answers as a class

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2) Have the students turn to Lesson 4 Ask them what they see in the picture Do they know the name of the group of stars in the picture? Read the Warm Up question to the students Then have the students read the sentences under the picture and guess if they are true or false Check the answers as a class

3) Play the recording to introduce the unit’s key words Use the 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 for the new vocabulary Then ask the students to find the key words in the word search

Have a spelling race with the key words from the lesson Split the students into two teams Ask a member of each team to stand at the back of the class Write one of the key words on the board and have the two students practice spelling it out loud

a few times Then shout “Go!” and have them run to the board and write the word

Whoever finishes first scores a point for their team

During Reading

Choose a sentence from the passage and read it out loud Have the students try to find the sentence you read The first student to find the sentence then comes to the front and chooses another sentence for the other students to find

3) After reading the passage, ask the students the Let’s Focus question Write down how Orion became stars in the sky on the board Then ask the students to use the passage to tell you more details about the story If they have trouble thinking of details on their own, some of the following questions may be asked:

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

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1 goddess 2 remember 3 shield

4 arrow 5 spots 6 hunter

How did Orion become stars in the sky?

Artemis was sad because she killed Orion So, she put his body in the sky to remember him

What other winter stories do you know?

(Sample Answer) I know a story about an ant and a grasshopper The grasshopper was lazy all summer, but the ant worked hard Then in winter the ant had food, but the grasshopper didn’t

1 c 2 b 3 a 4 b

5 False 6 False 7 club / shield

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

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

Chapter 2

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Have the students look at Lesson 5 Tell them today’s lesson is going to be about social studies and read the lesson’s title to them Then talk about the lesson’s picture as a class

3) Have the students turn to Lesson 5 Ask them what they see in the pictures Read the Warm Up question to the students Then have the students read the sentences for each of the pictures as a class

4) Play the recording to introduce the unit’s key words Then use the 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 for the new vocabulary Ask the students to reread the sentences for each of the pictures and to circle the key words

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, “Unique The fish with the green stripes is very unique.”) Correct the quiz as a class

During Reading

3) After reading the passage, ask the students the Let’s Focus question Write what unique homes Tunisia and Senegal have on the board Then ask the students to use the passage to tell you more information about the two areas and their unique homes If they have trouble thinking of details on their own, some of the following questions may be asked:

• What is the desert like in Tunisia?

• How deep are the holes that the homes are in?

• What is the water like in some areas of Senegal?

• Where do the roofs in Senegal send the water when it rains?

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(Page 32) Big Idea:

Which one of these homes do you want to visit? Why?

(Sample Answer) I want to visit a home in Tunisia I think the Tunisian homes in holes are very quiet

1 c 2 c 3 a 4 b

5 False 6 True 7 straw / grass

Tunisia:

Problem – windySolution – holes ground

Senegal:

Problem – dry / saltySolution – rainwater

Summary:

desert / cool / wind / areas / roofs / rains

4) Read the Connect to Yourself questions to the class Have the students work in pairs or individually to answer the questions Then ask the students to share their answers with the class

Ask each student to draw a picture of their dream home Encourage the students to

be creative and try to make their homes as unique as possible When the students are finished their drawings have them work in groups and tell each other about their dream homes

After Reading

Ask the students to work in pairs Have each pair take turns reading one sentence from the summary until it is finished Time them while they are reading The pair with the fastest time is the winner

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2) Have the students turn to Lesson 6 Ask them what they see in the picture Read the Warm Up question to the students Then have the students read the sentences under the picture and place check marks next to what they think Tell the students

to form pairs and talk about their ideas with their partner

Write all the key words on the board Tell the students to work in pairs Have each pair take turns using their fingers to write the key words on one another’s back

Tell the person writing the words to work slowly and make the letters big Can the person whose back is being written on guess what the word is?

Play hangman with the key words and sentences from the Practice 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

Prepare copies of the passage for the students On the copies, switch all of the key words around with each other Ask the students to read the passage as a class normally but have them stop after each sentence with a key word in it Ask the students which word in the sentence should not be there and what word it should

be replaced with

3) After reading the passage, ask the students the Let’s Focus question Write down why there are so many rooms in Oni’s nest on the board Then ask the students to use the passage to tell you more details about social weavers and Oni’s nest If they have trouble thinking of details on their own, some of the following questions may be asked:

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1 safe 2 huge 3 social

4 danger 5 apartment 6 weather

Why are there many rooms in Oni’s nest?

There are many rooms because it is home to many birds Also, different rooms keep the birds cool in summer and warm in winter

Do you wish your home had hundreds of rooms? Why or why not? (Sample Answer) Yes, I do I want to have many rooms to play in

1 b 2 b 3 a 4 c

5 True 6 True 7 apartment

– bigger– rooms– home– hot / weather

Summary:

social / nest / birds / danger / outside / middle

Have the students take turns rolling a die If the die lands on an equal number, they have to answer “yes” to the first question and give reasons why they want to live in

a home with hundreds of rooms If the die lands on an odd number, they have to answer “no” and give reasons why they don’t want to live in a home like that

After Reading

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Then talk about the lesson’s picture as a class

2) Have the students turn to Lesson 7 Ask them what they see in the picture Read the Warm Up question to the students Then have the students read the words in the box under the picture and circle what they think people bring to a housewarming party Tell the students to form pairs and talk about their ideas with their partner

3) Play the recording to introduce the unit’s key words Then have the students fill in the missing letters in each word Tell them to use the hint box in the top left corner

of the page if they are not sure how to spell any of the words Use the 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 for the new vocabulary

Split the class into two teams Ask one member from each team to stand at the back of the room Write one of the key words on the board, but scramble the letters

in the word Have the students run to the board and write the key word correctly

The first person to finish gets one point for their team

During Reading

Write out each paragraph from the passage on separate pieces of large paper

Stick all six pieces of paper on the board facedown and spread them around

Have the students work in pairs Have each pair come to the front and put the paragraphs in the correct order Once they have put the passage in order, they should read it together Time them to see how long it takes them to finish putting the passage in order and reading it The pair with the fastest time is the winner

3) After reading the passage, ask the students the Let’s Focus question Write down the housewarming gifts that people gave in the past on the board Then ask the students to use the passage to tell you more details about the housewarming gifts

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

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1 housewarming 2 broom 3 scare away

4 witch 5 match 6 light

(Page 47) Let’s Practice:

1 broom 2 light 3 witches

4 scared away 5 match 6 housewarming

What housewarming gifts did people give in the past?

People in Italy gave brooms In Germany and Switzerland, people gave bread and salt Koreans gave matches and candles

What kind of housewarming gift do you want to get?

(Sample Answer) I want to get some pictures to decorate my home with

1 c 2 b 3 c 4 a

5 True 6 False 7 light

Brooms – Italy / badBread and Salt – Germany / scareMatches and Candles – Korea / luck

After Reading

Ask the students to close their books Read them the summary and have them guess which words should go in the blank spaces Write their guesses on the board Then, have them open their books and complete their summaries using the vocabulary in the language box How did their guesses compare to the answers in the book?

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2) Have the students turn to Lesson 8 Read the Warm Up question to the students

Then have the students draw a picture of their room in the box After all the students have finished their drawings, ask them to read the words in the box under the picture and circle the things that are in their room Tell the students to form pairs and talk about their room with their partner

Write the key words on the board and give the students time to study them Tell the students to close their eyes and change a word or misspell it Have the students open their eyes and try to figure out what word has been changed

Write the sentences on strips of paper with blank spaces where the key words are supposed to go Write the key words on other strips of paper Stick all of the strips

of paper on the board facedown Have the students take turns coming to the front and turning over two strips of paper If they turn over a matching sentence and key word, they get a point

During Reading

Read the first sentence of the passage and then call out a student’s name They will read the next sentence of the passage When they are finished, they will call out another student’s name and that student will read the following sentence

Keeping doing this until the passage is finished

3) After reading the passage, ask the students the Let’s Focus question Write the

reasons why Van Gogh painted The Bedroom three times on the board Then ask the students to use the passage to tell you more details about Van Gogh and The

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1 damaged 2 hanging 3 flood

4 paintings 5 furniture 6 creating

5 True 6 False 7 flood

– France– versions– clothes– different

Summary:

painted / damaged / third / furniture / walls / changed

Have the students draw a place in their home Tell them to make two versions of their pictures Tel them to make the pictures very similar but to make one or two things different Ask the students to form pairs and show their pictures to their partner Can their partner tell what is different between the two pictures?

After Reading

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Have the students look at Lesson 9 Tell them today’s lesson is going to be about science and health and read the lesson’s title to them Then talk about the lesson’s picture as a class

3) Have the students turn to Lesson 9 Ask them what they see in the pictures Read the Warm Up question to the students Then have the students read the sentences for each of the pictures as a class

4) Play the recording to introduce the unit’s key words Then use the 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 for the new vocabulary Ask the students to reread the sentences for each of the pictures and to circle the key words

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 right or left 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 Write down what fossils teach us on the board Then ask the students to use the passage to tell you more details about fossils If they have trouble thinking of details on their own, some of the following questions may be asked:

• What are fossils?

• What kind of dinosaurs had flat teeth?

• When a dinosaur ran, how were its footprints?

• When did scientists find a dinosaur fossil sitting on eggs like a bird?

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After Reading

On slips of paper, write several more true and false questions based on the information from the passage and put the questions in a box Ask the class one

of the questions and have the students raise their hands to answer it If a student answers the question correctly, let them come to the front and ask the next

question

Make four flashcards with the pictures and text from the graphic organizer Put the flashcards in a pile and shuffle them Give them to a student and time how long

it takes them to read all four flashcards and add the correct words in the blanks

After they have finished, ask another student to do the same thing Whoever can read all four flashcards the fastest is the winner

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ANSWER KEY: Workbook ANSWER KEY: STUDENT BOOK

What do fossils teach us?

Fossils teach us about a dinosaur’s height, what it ate, and how it moved They also show us how dinosaurs were born

What other things can we learn about dinosaurs from their fossils? (Sample Answer) We can learn where dinosaurs lived

1 b 2 a 3 c 4 b

5 False 6 True 7 ancient

Leg Bone Fossils – heightTeeth Fossils – shapes / meatFootprint Fossils – movedEgg Fossils – born

Summary:

fossils / Teeth / flat / sharp / Footprint / Egg

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