Subject link starter 1 TG

Write one of the key words on the board and have the two students practice spelling it out loud Then, read the passage as a class.. If you feel the students have a good understanding of

S U B J E C T

Curriculum Integration Reading Program

Starter

L1

Contents

Extra Activity: (optional)After writing the things the students do in spring on the board, read over the list as

a class Ask the students to close their eyes and erase one or two of the spring 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

Extra Activity: (optional)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 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

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

Extra Activity: (optional)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

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 things that happen to plants and animals in spring on the board Then ask the students to use the passage to tell you more details about what happens in spring

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

Extra Activity: (optional)Ask the students to draw a picture and write a sentence about the other things they see in spring 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

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

Extra Activity: (optional)

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

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

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

ANSWER KEY: STUDENT BOOK ANSWER KEY: Workbook

(Page 3) A:

(Page 10) Let’s Focus:

1 c 2 b 3 b 4 c 5 True 6 False

7 nests

(Page 13) Graphic Organizer:

Weather – warmerPlants – flowersAnimals – winterBirds – nests

Summary:

season / rain / bloom / naps / build

Lesson 2 | A Song for Spring

Objectives

1 Students will learn about the spring sounds in Antonio Vivaldi’s Allegro

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

Tell them today’s lesson is going to be about music and read the lesson’s title to them Then talk about the lesson’s picture as a class

Extra Activity: (optional)Pretend that you are playing a violin and ask the students what instrument you are playing Then ask other students to come to the front and pretend to play different instruments The rest of the class can guess what each instrument is

2) Have the students turn to Lesson 2 Ask them what they see in the picture Read the Warm Up question to the students Then have the students look at the words

in the box and circle their ideas 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

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

Extra Activity: (optional)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?

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

Extra Activity: (optional)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 Write down how Vivaldi’s Allegro sounds like spring on the board Then ask the students to use the passage to tell you more details about Vivaldi’s Allegro If they have trouble thinking of details on their own, some of the following questions may be asked:

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 Then ask the students to write each of the words in the correct blank 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

Extra Activity: (optional)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

ANSWER KEY: Workbook ANSWER KEY: STUDENT BOOK

(Page 5) A:

(Page 15) Key Words:

1 season 2 quick 3 joyful

4 orchestra 5 fall 6 lightning

(Page 15) Practice:

1 quick 2 falling 3 seasons

4 joyful 5 lightning 6 orchestra

(Page 16) Let’s Focus:

How does Vivaldi’s Allegro sound like spring?

The instruments make the sounds of birds, the gentle wind, the falling rain, and thunder and lightning

(Page 17) Connect to Yourself:

Connect to Yourself: What are your favorite sounds in spring?

(Sample Answer) I love the sound of birds singing in spring

5 True 6 True 7 seasons

(Page 19) Graphic Organizer:

Part – firstRhythm – quickSounds – birds / gentle / rain

Summary:

sounds / joyful / orchestra / thunder / violins

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

title to them Then talk about the lesson’s picture as a class

2) Have the students turn to Lesson 3 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 on their own and check what they think 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 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

Extra Activity: (optional)Write the key words across the top of the board Divide the class into two teams and have each team form a line Whisper one of the key words into the ear of the first student for each team On your signal, have the students whisper the key word down the line until it gets to the last student for each team Those students must then write the correct word on the board Whoever writes the correct word first wins

a point for their team

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

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

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

Extra Activity: (optional)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 Write down the things Indian people do during Holi on the board Then ask the students to use the passage to tell you more details about Holi 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 answers with the class

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 Then ask the students to write each of the words in the correct blank Check the answers as a class

Extra Activity: (optional)Write the words from the box under the graphic organizer on separate pieces

of paper and stick them on the board Then write the headings, the text, and the blanks from the graphic organizer on the board Have the students work in pairs Time each pair to see how long it takes them to put the correct words in each blank After they have completed the graphic organizer, have them read the headings and points out loud

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

ANSWER KEY: Workbook ANSWER KEY: STUDENT BOOK

(Page 7) A:

1 messy 2 throwing 3 powders

4 celebrating 5 festival 6 bright

(Page 22) Let’s Focus:

What do Indian people do during Holi?

They eat sweet foods, sing, and dance outside They also throw colorful powder and water balloons at each other

(Page 23) Connect to Yourself:

Do you have any spring festivals in your country?

(Sample Answer) Yes, we do We have a flower festival The flowers there are very beautiful

5 True 6 False 7 throw

(Page 25) Graphic Organizer:

Where – IndiaWhy – springWhat – foods / sing / powders

Summary:

festival / celebrates / colorful / water / bright

Lesson 4 |

The Spring Wind Returns

Objectives

1 Students will learn about how a boy and his animal friends got the spring wind back

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

literature and read the lesson’s title to them Then talk about the lesson’s picture

as a class

2) Have the students turn to Lesson 4 Ask them what they see in the picture Do they know the name of the toy (pinwheel) in the picture? Read the Warm Up question to the students Then have the students read the words under the picture

on their own and circle what they like about the return of spring 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 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

Extra Activity: (optional)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

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

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 how the boy and the animals got the spring wind back 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 answers with the class

After Reading

Extra Activity: (optional)Have the students work in pairs Tell them to close their books and ask them questions 2 – 7 from the reading comprehension section 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?

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 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

Extra Activity: (optional)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 four 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

ANSWER KEY: Workbook ANSWER KEY: STUDENT BOOK

(Page 9) A:

1 stole 2 dens 3 promised

4 weasel 5 magpie 6 dragging

(Page 28) Let’s Focus:

How did the boy and the animals get the spring wind back?

The wind was in a bag in Bear’s den Coyote dragged the bag out of the den, and Chicken opened it with his beak

(Page 29) Connect to Yourself:

How do you feel when spring comes?

(Sample Answer) I feel happy! I can enjoy the warm weather and play outside!

5 True 6 False 7 promised

(Page 31) Graphic Organizer:

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

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 most

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

Extra Activity: (optional)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 5 Ask them what they see in the picture Read the Warm Up question to the students Then have the students read the sentences that match their family (they should choose either “Sibling(s)” or “No Siblings”) under the picture on their own and put check marks next to what they think Tell the students to form pairs and talk about their ideas with their partner

4) 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

Chapter 2

Extra Activity: (optional)Split the board into two, three, or four equal parts Then divide the students into two, three, or four teams and have them line up at the back of the class When you say a vocabulary word, the first student on each team will run to the board and write the beginning letter of the word Then they will run back to their team and hand the marker to the next student The team members will take turns writing a single letter until the word is completely spelled The first team to finish spelling the word correctly gets a point

5) 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

Extra Activity: (optional)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

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 how Fanny’s dream came true on the board Then ask the students to use the passage to tell you more details about Fanny and Felix Mendelssohn If they have trouble thinking of details on their own, some of the following questions may be asked:

Extra Activity: (optional)Ask the students to draw a picture of them helping their family members and write

a sentence about it 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

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

ANSWER KEY: STUDENT BOOK

(Page 32) Big Idea:

What makes your family special?

(Sample answer) My family is special because we are very friendly and talkative We love meeting new people!

(Page 35) Key Words:

(Page 35) Practice:

1 play 2 siblings 3 composer

4 talented 5 close 6 genius

(Page 36) Let’s Focus:

5 False 6 False 7 Queen Victoria

(Page 39) Graphic Organizer:

– close– musical– songs– composers

Summary:

siblings / German / music / father / wrote

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 Then ask the students to write each of the words in the correct blank 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

Extra Activity: (optional)Ask the students to work in small groups Tell each group that they are musicians and must make the summary into a song by singing it to the class They can decide how exactly they want to sing it After all the groups have finished, take a vote to see who the students thought sang the summary the best

ANSWER KEY: Workbook

(Page 11) A:

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

Tell them today’s lesson is going to be about science and read the lesson’s title to

Extra Activity: (optional)Pretend you’re an animal and ask the students what animal you are Then ask other students to come to the front and pretend to be animals The rest of the class can guess what animals they are

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 guess if they are true or false Check the answers as a class

Extra Activity: (optional)Before class, find information about some other animal families online Use the information to make more true and false sentences about animal families Read each sentence to the class and then ask the students to vote on whether it is true

or false Did the students choose correctly?

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

Extra Activity: (optional)Print out copies of the pictures for the key words (or find similar images on the Internet) Put the pictures 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

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

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 information about the kinds of animal families on the board Then ask the students

to use the passage to tell you more details about the different animal families If they have trouble thinking of details on their own, some of the following questions may be asked:

ANSWER KEY: STUDENT BOOK

(Page 41) Key Words:

1 swan 2 carry 3 raise

4 cub 5 seahorse 6 pouch

(Page 41) Practice:

1 cubs 2 raises 3 Seahorses

4 pouch 5 carrying 6 swan

(Page 42) Let’s Focus:

What kinds of animal families are there?

There are different kinds of animal families Swan families have two parents

In cheetah families, only mothers raise their cubs And in seahorse families, the fathers take care of the eggs

(Page 43) Connect to Yourself:

How do your parents take care of you?

(Sample Answer) My parents cook for me and keep me safe

5 False 6 False 7 babies

(Page 45) Graphic Organizer:

Swan Families – carry / backsCheetah Families – alone / teachSeahorse Families – pouches

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 Then ask the students to write each of the words in the correct blank 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

ANSWER KEY: Workbook

(Page 13) A:

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

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 sentences

as a class

3) 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

Extra Activity: (optional)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, “Front Please come to the front of the class.”) Correct the quiz as a class

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 information about what Echo did when Ely couldn’t stand up on the board Then ask the students to use the passage to tell you more details about Echo and Ely If they have trouble thinking of details on their own, some of the following questions may be asked:

and find food.” Student: “move away”) After the student has answered, let them decide which student they want to throw the ball to next

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

Extra Activity: (optional)Ask the students to draw a picture of what their parents do when the students are sick and write a sentence about it Check everyone’s sentences for spelling and grammar Then, have each student show their picture to the class and read their sentence out loud

ANSWER KEY: STUDENT BOOK

(Page 48) Let’s Focus:

Summary:

leader / stand / hurt / leave / group

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 Then ask the students to write each of the words in the correct blank 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

Extra Activity: (optional)Have the students take turns reading the summary out loud Tell them to pretend they are a news anchor and are reading the story as part of the evening news Encourage them to read with a strong, clear voice and to try and sound as professional as possible Take a vote to see who the students thought the best news anchor in the class was

ANSWER KEY: Workbook

(Page 15) A:

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

Tell them today’s lesson is going to be about history and read the lesson’s title to

2) Have the students turn to Lesson 8 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 and circle the ones that they think fit with the picture Tell the students to form pairs and talk about their ideas with their partner

Extra Activity: (optional)Make a word search for the students with common and unusual pets There are free programs that can be found online that will generate word searches using vocabulary inputted by teachers After the students have completed the word search, talk about all of the animals listed in it Which ones would the students like to have as pets? Which ones wouldn’t they want to have as pets?

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

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

Extra Activity: (optional)Split the board into two, three, or four equal parts and write the key words in each section Then divide the students into two, three, or four teams Have the first person from each team stand up Read one of the Practice sentences out loud and stress the key word in the sentence When the students hear the key word, they

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

Extra Activity: (optional)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 Write down information about why people called Bobbie “the Wonder Dog” on the board Then ask the students to use the passage to tell you more details about Bobbie and his family If they have trouble thinking of details on their own, some of the following questions may be asked:

• When did Bobbie’s family go on a trip?

• Where did Bobbie’s family go on a trip to?

ANSWER KEY: STUDENT BOOK

(Page 53) Practice:

1 chases 2 amazed 3 gas station

4 appeared 5 return 6 tired

(Page 54) Let’s Focus:

5 True 6 False 7 worn / tired

(Page 57) Graphic Organizer:

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 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

Extra Activity: (optional)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

ANSWER KEY: Workbook

(Page 17) A:

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 3

• Can you see any holes in the classroom?

• What do the holes in the classroom do?

Read the Big Idea question as a class Have the students work in pairs to talk about what holes they see every day After, have some of the students share their answers with the class

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 most

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

Extra Activity: (optional)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 9 Ask them what they see in the picture Read the Warm Up question to the students Then have the students match the body holes with their functions

4) 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

Extra Activity: (optional)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

5) 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

Extra Activity: (optional)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

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

Extra Activity: (optional)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

Keeping doing this until the passage is finished

3) After reading the passage, ask the students the Let’s Focus question Write down how what the different holes in our bodies do on the board Then ask the students

to use the passage to tell you more details about the holes in our bodies If they have trouble thinking of details on their own, some of the following questions may

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 Then ask the students to write each of the words in the correct blank 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

Extra Activity: (optional)Ask the students to work in small groups Tell each group that they are entertainers and must share the summary with the class in an entertaining way They can

do this by acting while they read, by singing or rapping the summary, or by doing something else Encourage them to have fun while presenting the summary to the class After all the groups are finished, take a vote to see who the students thought the most entertaining group was

ANSWER KEY: Workbook ANSWER KEY: STUDENT BOOK

(Page 19) A:

(Page 61) Practice:

1 tiny 2 dust 3 breathes

4 tube 5 belly button 6 connect

(Page 62) Let’s Focus:

What do the holes in your body do?

I breathe and smell with the holes in my nose Sweat comes out of the holes

in my skin This keeps me cool A tube connected me to my mom It fell off and left my belly button

(Page 63) Connect to Yourself:

Which hole in your body is the most helpful?

(Sample Answer) My mouth is the most helpful hole I can eat delicious food with it!

5 True 6 True 7 breathe

(Page 65) Graphic Organizer:

Box 1 – nose / hairsBox 2 – skin / SweatBox 3 – stomach / tube

Summary:

holes / breathe / clean / hot / belly button