Subject link starter 2 TG

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.. If you feel that the

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S U B J E C T

Curriculum Integration Reading Program

Starter

L2

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Contents

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Extra Activity: (optional)

After writing all of the ideas on the board, have the students put their heads down, close their eyes, and vote on which reason for sleeping is the most important Tally

up the votes as you go When you are finished, have the students raise their heads, open their eyes, and see which reason was the most popular

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 health, 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 in the picture Read the Warm Up question to the students Then have several students read the sentences below for the class For each one, tell all the students to check the smiley face and say “yes” if they agree with it or check the frowning face and say “no”

if they don’t agree

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 for them Another

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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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

Put small slips of paper with the unit’s keywords in a hat or bowl Divide the class into two teams, and ask one member from each team to come to the front Have one of them pick a word from the hat or bowl and show it to the other student Split the board into two halves, and have the students draw pictures that will help their teams guess the word (no letters or numbers allowed) The team that gets the word first gets a point Repeat until all the keywords have been used

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 passage’s reasons for going to bed on the board Then ask the students to use the passage to tell you more details about why sleep is good for them If they have trouble thinking of details on their own, some of the following questions may be asked:

Give the students a minute to draw a picture of what they look like when they don’t sleep much and a picture of what they look like when they get lots of sleep Have them compare pictures with each other and then write a sentence about how much they sleep each night Check everyone’s sentences for spelling and grammar Then have each student 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 the level to answer the questions by themselves, work on the answers as a class

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ANSWER KEY: STUDENT BOOK

(Page 6) Big Idea:

(Page 11) Connect to Yourself:

How long do you sleep every night?

(Sample answer) I sleep for eight hours every night

5 True 6 True 7 body / brain

(Page 13) Graphic Organizer:

rest / skin / faster / remember / new

Summary:

body / cuts / brain / ideas / healthy

Gather the class together to play "Wheel of Detail." Using a Bristol board and colored markers, make a "Wheel of Fortune"-type game wheel Insert a pin

or straightened paper clip through the center of the wheel, and glue or tape a cardboard arrow to it On the wheel, write detail questions from the reading passage and cover them with a piece of paper Divide the students into two teams and have

a representative from each come up to the front After spinning the wheel, uncover

a question and have the students compete to see who can answer it first Continue until all the questions on the wheel have been answered

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

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ANSWER KEY: Workbook

is going to be about science, and read the lesson’s title to them Then talk about

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Tell the students about a pet or favorite animal that you have and demonstrate how

it sleeps Then ask each student if they have a pet If they do, ask them to show the class how it sleeps If they don’t, ask them what their favorite animal is and how that animal sleeps Encourage them to be silly in their acting

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 read the sentences for each of the pictures 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 Another option is to 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

Prepare small pieces of paper with the unit’s keywords on them Put the pieces of paper in a bowl or hat Ask a student to pull out a piece of paper and mime the keyword for the other students to guess Tell them that they are only allowed to use actions to demonstrate the keyword (no talking) Whichever student guesses the word correctly gets to be the next actor

During Reading

Ask the students to pretend they are TV newscasters Have each student read one paragraph from the passage Encourage them to use expressive voices and gestures when reading Afterward, take a vote to see who the students thought the best newscaster was

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

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What are your sleeping habits?

(Sample answer) I always sleep with my teddy bear

5 False 6 True 7 sharks

Horses – listen Otters – seaweed / handsDolphins – half / eye

Summary:

habits / run away / wrap / float / brains

After Reading

Have the students come up with their own questions and answer choices for the passage Have them write the questions on index cards and shuffle them carefully

Then, distribute the cards back to students and have them answer the questions

If it is a small class, you can even have the students write and answer several questions each

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Lesson 3 Tell them today’s lesson is going to be about social studies, and read the

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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 several students read the sentences below for the class For each one, tell all the students to check the smiley face and say “Yes” if they agree with it or check the frowning face and say

“No” if they don’t agree

Declare a mini-debate on whether everyone should take a nap in the afternoon

Divide the class into pairs and have one student argue for naps for thirty seconds and one student argue against them for thirty seconds in each pair Guide the students in the mini-debate by asking what the advantages and disadvantages of taking naps are

3) Play the recording to introduce the unit’s key words Then tell the students to trace the words to their pictures and write them underneath Use the pictures to illustrate the definitions or explanations that you give the students for the key words Another option is to have the students use the pictures to try and create their own simple definitions for the new vocabulary

Have the students work in pairs Tell each pair that they have one minute (you can extend the time limit if necessary) to make as many sentences as possible using vocabulary words that you have highlighted Tell the students that spelling and grammar still count, and that each correct sentence they make is worth one point

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

Choosing titles from a list of possibilities can show whether the students have understood the overall theme of the text The titles should be worded in such a way

as to make the students think about the overall meaning of the reading passage

Some of the incorrect titles could focus only on one paragraph or specific details

When the correct title has been chosen, explain why none of the other titles were correct

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5 False 6 True 7 relax / nap

Where – Spain When – afternoon What – nap / lunch / school

Summary:

siesta / work / home / relax / kids

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

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at Lesson 4 Tell them today’s lesson is going to be about literature and read the

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2) Have the students turn to Lesson 4 Ask them what they see in the picture Read the Warm Up question to the students Then have several students read the sentences below for the class For each one, tell all the students to check the smiley face and say “Yes” if they agree with it or check the frowning face and say

“No” if they don’t agree

Give the students one minute to draw a picture of their most recent dream Then tell them to take turns showing their pictures and explaining them to the class If you like, have the class choose whose dream was the funniest, weirdest, scariest, etc

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 right 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 for the key words Another option is to have the students use the pictures to try and create their own simple definitions for the new vocabulary

Play bingo using blank bingo cards that can be filled in with this and previous units’

keywords Hold up the meaning of the words for the students to find on their cards

For intermediate and advanced students, simply tell them the definition and let them find the corresponding word on the card

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 reading individually, two at a time, or all at once

3) After reading the passage, ask the students the Let’s Focus question Write down what the Sandman does each night on the board Then ask the students to use the passage to tell you more details about him If they have trouble thinking of details

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(Page 06 ) Big Idea:

Do you want the Sandman to come tonight? Why or why not?

(Sample answer) Yes, I do! I want to have good dreams

5 False 6 False 7 colors

Have the students scan the reading passage for particular facts Tell the students that you are only interested in them finding this particular information quickly A more intensive reading of the text for harder analysis can take place after, if you wish

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Chapter 2

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Then 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 for the key words Another option is to 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

Make a list of the key words for the students to spell For each word, give each student a letter on a card or have them write the letter on a piece of paper Then call out the word and have the students work together to spell it by lining up at the

3) After reading the passage, ask the students the Let’s Focus question Write down what community helpers do on the board Then ask the students to use the passage to tell you more details about what firefighters, street cleaners, and social workers do If they have trouble thinking of details on their own, some of the following questions may be asked:

Have the students call out as many different jobs as they can think of Make a list of them on the board Then go through the list and have the class collectively

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After Reading

Choose a sentence from the passage and read it out loud On the count of three, have the students try to find the sentence The first student to find the sentence then comes to the front and chooses another sentence for the other students

to find, and so on You can limit the search to a particular page or paragraph, depending on the students’ reading level

Why do we need communities?

(Sample answer) We need communities because living without other people is hard Communities keep us safe

(Page 36) Let’s Focus:

What do different community helpers do?

(Sample answer) Firefighters put out fires Street cleaners keep the community clean Social workers help many different people

Do you know any other kinds of community helpers?

(Sample answer) Yes, I do Crossing guards help people cross the street

5 True 6 True 7 fire trucks

Firefighters – uniforms / hosesStreet Cleaners – community / trashSocial Workers – visit / jobs

Summary:

helpers / ladders / clean / leaves / elderly

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

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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 several students read the sentences below for the class For each one, have all the students say “True” or

“False” together

Divide the students into groups of three or four Give each group one minute to write down as many African animals as they can think of When the time is up, have one student from the first group read off all the animals they had If any other groups have that animal, the group has to cross it off their list If no other groups have it, the first group gets a point Do the same with the other groups to see how many unique animals they each thought of The group with the most points wins the game

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 for them Another option is to have the students use the pictures to try and create their own simple definitions Then give them one minute to find the words in the word search When they’re finished, either ask for volunteers or call on individual students to show the other students where the words are

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 Write one of

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

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Before class, write down people in your community that could use help (e.g an elderly person, a small kid, someone with a broken arm, etc.) on little slips of paper

Put the students into pairs and have one person in each pair pick a piece of paper and pretend to be the person on it Then have the pairs take turns in front of the class demonstrating how to help these people

After Reading

(Page 41) Key Words:

How can you help other people in your community?

(Sample answer) I’m good at singing, so I can sing for sick people at the hospital

5 True 6 False 7 scream

Ostriches and Zebras – watch / smellElephants and Baboons – waterholes / tusks / loudly

Summary:

help / hear / safe / droughts / danger

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

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2) Have the students turn to Lesson 7 Ask them what they see in the pictures Read the Warm Up question to the students Then have the students say which thing in the pictures is the oldest invention and which is the newest Tell them to number the inventions in the circles below

Ask the students to name as many different types of transportation that they can, writing their ideas on the board as they say them Once you have seven or eight items on the list, have the students vote on their favorite and least favorite ways to travel

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 right 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 for the key words Another option is to have the students use the pictures to try and create their own simple definitions for the new vocabulary

Write the key words all over the board and let the students study them for one minute When the time is up, tell them to put their heads down, and change a word, misspell it, change the tense, or do whatever throws them off Then tell the students, “Spelling detectives, raise your heads and tell me what is wrong.” Call on

a student and have them spell the changed word correctly to you Change the word back and give the class a point If the student is wrong, you get the point

During Reading

Tell the students to take turns reading one sentence each from the passage After each student finishes reading their sentence, have them 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 the vehicles from the passage in the order that they were invented Then ask the students to use the passage to tell you more details about each of the vehicles If they have trouble thinking of details on their own, some of the following questions may be asked:

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After Reading

Putting sentences in chronological order is a good exercise for the students

Prepare by writing a summary of the given material Then cut the sentences apart and mix them up You can either have the class work together to put them in order

or have different groups compete to see which one can put them in order the fastest

2) Have the two sides of the class alternate reading the sentences from the graphic organizer Then ask the students which thing happened first in the passage and tell them that that is the first statement Have them put the other sentences in order

on their own and check them as a class

Which type of transportation do you like best? Why?

(Sample answer) I like to travel by bike It’s fun and I can spend time outside

(Page 50) Reading Comprehension:

5 False 6 True 7 transportation

3 / 5 / 1 / 4 / 2

Summary:

difficult / steamboat / easier / drive / airplane

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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 sentences below out loud all together Discuss the information to make sure that the students understand it

Ask the students for two volunteers Tell the volunteers that they will be in charge of

a “candy bank” and have them come to the front of the classroom Bring out a bowl

of candy and say that you are “donating” it to the candy bank Tell the rest of the students to raise their hands if they don’t have any candy (it should be all of them)

Then have them file past the candy bank and receive a piece of candy from the volunteers there Give each of the volunteers a piece of candy as well and explain that food banks work just like that by giving food to people who don’t have any

3) Play the recording to introduce the unit’s key words Then tell the students to trace the words to their pictures and write them underneath Use the pictures to illustrate the definitions or explanations that you give the students for the key words Another option is to have the students use the pictures to try and create their own simple definitions for the new vocabulary

Prepare some small cards with the key words from the unit and other small cards with their meanings in advance Put all the cards in a small bowl or hat and have each student choose a card The object of the activity is for the students to match the key words with their meanings You can either have the students match the

cards where they are already sitting or place the students who get words on one side of the room and the students who get meanings on the other side Prizes and penalties can be given to the first and last pairs to finish

During Reading

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 things that the backpack program does on the board Then ask the students

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

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be replaced with

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

Divide the students into two teams and give them time to look through the reading passage for comprehension questions to ask the other team The teams will alternate asking and answering questions, and each team should designate which student from their team will answer the next question before it is read Each student gets to ask one question and answer one question to ensure that every student gets to participate Give points for questions that are answered correctly and questions that are phrased properly

5 True 6 False 7 sick / hungry

Problem – dizzy / hungrySolution – backpack / volunteers / bank

Summary:

students / sick / program / food / week

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Chapter 3

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Have as many students as possible come up to the board, draw a type of bird in thirty seconds, and write its name underneath Have other students come up to the board and encourage them to draw different types of birds if they can Continue until all the students have had a turn, and then go through all the types of birds and their drawings

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 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 match the different birds to what they think the birds eat

4) Play the recording to introduce the unit’s key words Then tell the students to trace the words to their pictures and write them underneath Use the pictures to illustrate the definitions or explanations that you give the students for the key words Another

option is to have the students use the pictures to try and create their own simple definitions for the new vocabulary

Prepare small cardboard cards with the unit’s key words, their meanings, and their synonyms Half of the cards should have vocabulary words written on them, and half should have their meanings or synonyms written on them Spread all the cards out

on the floor and have a student come over and pick out two cards that match After picking the cards out, tell the student to go up to the board and stick the two cards next to each other Continue the activity until there are no cards left on the floor

Review the vocabulary words and their meanings or synonyms with the students after the activity is finished

During Reading

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Choose a frequently used function word from the passage (an article, pronoun, preposition, etc.) Have the students stand up and read the passage again as a group, but tell them they are not allowed to say your chosen word Whenever a student is caught saying the word, have them sit down Continue until the passage

is finished or until there is only one student left standing Have that student finish reading the passage normally

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

on the board that birds have different beaks so that they can eat different types of food Then ask the students to use the passage to tell you more details about the different kinds of birds that were discussed If they have trouble thinking of details

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 the level to

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ANSWER KEY: Workbook ANSWER KEY: STUDENT BOOK

Why are birds special animals?

(Sample answer) Birds are special because they have feathers! I wish I had feathers like a bird

Which beak shape do you like best? Why?

(Sample answer) I like the long, thin beak shape of hummingbirds because it is useful for drinking sweet nectar

5 True 6 False 7 eating different

Sparrows – seeds / shortEagles – meat

Herons – pointed Hummingbirds – flower / thin

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