Reading clue 2 TG

| [Pick the date] Reading Clue 2: Teacher’s Guide Unit 1|Tiny Farmers | [Pick the date] Reading Clue 2: Teacher’s Guide Reading Clue Objectives: Students are to look at the clues in the pictures and guess the meaning of select vocabulary and sentences The situations in each picture are to be carefully studied to understand the content of the related passages Unit Objectives: Students will learn about earthworms Students will understand the meaning of new words and be able to use the words in sentences Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences and sequencing Students will learn skills in summarizing passages and giving opinions Key Words and Phrases: garden, water, earthworm, scream, afraid, hole, soil, air, through, plant, tiny, farmer LESSON GUIDE Before Reading Build Your Vocabulary Explain the directions of the section Make sure that the students have a clear understanding of what they are expected to Complete the first question as a class to ensure that all students understand the exercise Then have the students complete the rest of the exercise on their own When completed, go over the answers as a class by calling on individual students to present their answers to the rest of the class Keep in mind the objectives of Reading Clue is not to simply show meaning of vocabulary, but to have students look for “clues” in the pictures to allow them to guess and understand what the meanings are on their own and to have them apply these meanings in sentence recognition Think Together Follow the directions and answer the questions This section is key in helping students gain awareness of the passage they are about to read Cover the section thoroughly and add as many additional questions or comments as possible to enhance student understanding and critical thinking into the topic the passage will introduce 2 Extra Idea (optional): | Word [Pick Tennis: Divide the class into teams Write the team names on either side of the board at the the top Leave a space in the middle of the board to write a list of categories Write the first category [for example, animals] Have the students read this to you, if they can't read it yet, you date] can read it to them Repeated exposure to the category names will help them recognize them Point quickly to the first student The student must respond with an animal name within a few seconds Then the 'ball' bounces to the other team, and the first student quickly gives the name of another animal Then the second student on the other team answers This game must be done quickly, and without any repetition of vocabulary When a student cannot answer, a point is given to the opposing team, and a new category is written on the board The whole process is then repeated Ideally this game should be a fast review of vocabulary items During Reading 1) Have the students listen to the recording of the text and follow along in the student book Afterwards, ask the students what they remember about the story without looking at their books • • • What is the story about? Who is the main character? Where does the story take place? 2) As the passage is being read, discuss the “clues” and guesses of the students from the picture Compare and contrast the answers the students had before reading the passage and after reading the passage 3) Dictation: Read the story to the students Read each sentence one by one and have the students copy the sentences into their notebooks Reread the sentences if necessary 4) As a class, complete the “Main Idea” section Have students work in groups to make it more active When the students are finished, go over the answers as a class, and encourage discussion about both correct and incorrect answers Extra Idea (optional): Yes/No Chairs: Place one chair at each end of the classroom Stick a piece of paper with 'yes' written on it on one of the chairs, and a 'no' on the other Divide the class into two teams, and ask a yes/no question For example: "Can pigs fly?" To win a point for his/her team, the student must run to the correct chair In this case 'no' and then answer the question correctly: "No, pigs can’t fly." If they get the answer wrong, the other team can answer for the point This game can be adapted to true/false chairs, where students have to determine the truth of various statements Take care, of course, that the statements are within the children's general knowledge After Reading: Student Book 1) Reading Comprehension Briefly discuss what the passage was about Offer explanations and answer questions, students may have about the passage Then move on the Comprehension questions Complete this section as a class or put the students into pairs If you feel that the students have a good 3 understanding of the passage or are at the level to answer the questions by themselves, have them| complete the page and check the answers as a class Ask additional questions related to the unit, in order to make sure students have a full understanding of the text [Pick the 2)date] Vocabulary Expansion Individually: If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete the page and check the answers as a class When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex What is another word that has the same meaning?) 3) Summary Step 1: Have the students fill in the blanks with the given words Go over the answers as a class Step 2: Have the students fill in the blanks with the given words Then check the answers by having the students take turns in reading their completed summaries Extra Idea (optional): Spell Race: Divide the class into teams, and then have student from each team stand in front of the board Say a key word or phrase and the first student from each team has to write it correctly on the board for their team to gain a point Then the next pair of students take a turn and so on After Reading: Workbook 1) Vocabulary Practice A: Briefly review the vocabulary covered in the unit Then complete the first exercise as a class If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves or in groups, have them complete the page and check the answers as a class When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex What is another word that has the same meaning?) B: Model the first exercise for the students If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves or in groups, have them complete the page and check the answers as a class When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex What is another word that has the same meaning?) 2) Sentence Practice Have the students complete the “Sentence Practice” section Follow the given directions and offer help and guidance when necessary When the students are finished, call on them to read the sentences aloud to the rest of the class A: Model the first exercise for the students If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves or in groups, have them complete the page and check the answers as a class This exercise may be challenging for some students, offer help and reinforcement when needed For more advanced students, have them complete the exercise without looking at the passage 4 B: Model the first exercise for the students If you feel that the students have a good understanding | of the passage or are at the level to answer the questions by themselves or in groups, have them complete the page and check the answers as a class For more advanced [Pick students, have them complete the exercise without looking at the passage the date] C: Have the students complete this exercise by translating each sentence into their own language 5 ANSWER KEY: STUDENT BOOK | [Pick ▶ Build Your Vocabulary the 1.date] b d e a f c [Translation] ▶ Think Together [Translation of the main text] ▶ Main Idea 6 a | [Pick the ▶ Comprehension date] b c b a ▶ Vocabulary Expansion afraid through air plant garden tiny ▶ Summary Step Why Earthworms Are Good They make holes in the soil → Air and water move through the holes → This makes the soil healthy They eat dead leaves → Their waste becomes food for plants Step parents, help, move, healthy, waste 7 ANSWER KEY: WORKBOOK | [Pick ▶the Vocabulary Practice A.date] c a c a c b B through hole water earthworms Plants farmer ▶ Sentence Practice A They’re like tiny farmers Earthworms make holes in the soil Air and water move through the holes The next day, she saw another earthworm B Holly was • Holly screamed • This makes Earthworms also • C 8 • the soil healthy • eat dead leaves • • and jumped away • in the family garden Unit 2|Taking Care of Our Home | [Pick the Reading date] Clue 2: Teacher’s Guide Reading Clue Objectives: Students are to look at the clues in the pictures and guess the meaning of select vocabulary and sentences The situations in each picture are to be carefully studied to understand the content of the related passages Unit Objectives: Students will learn about protecting the Earth Students will understand the meaning of new words and be able to use the words in sentences Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences and sequencing Students will learn skills in summarizing passages and giving opinions Key Words and Phrases: Earth, take care of, clean, use, turn off, less, electricity, make sure, light, walk, drive, together LESSON GUIDE Before Reading Build Your Vocabulary Explain the directions of the section Make sure that the students have a clear understanding of what they are expected to Complete the first question as a class to ensure that all students understand the exercise Then have the students complete the rest of the exercise on their own When completed, go over the answers as a class by calling on individual students to present their answers to the rest of the class Keep in mind the objectives of Reading Clue is not to simply show meaning of vocabulary, but to have students look for “clues” in the pictures to allow them to guess and understand what the meanings are on their own and to have them apply these meanings in sentence recognition Think Together Follow the directions and answer the questions This section is key in helping students gain awareness of the passage they are about to read Cover the section thoroughly and add as many additional questions or comments as possible to enhance student understanding and critical thinking into the topic the passage will introduce Extra Idea (optional): 9 Memory Game: Simply write words on the board, the students close their eyes and you erase one.| They open their eyes and guess which word is missing by saying it (or you could have them spell [Pickit out the date] 10 10 ANSWER KEY: WORKBOOK | [Pick ▶the Vocabulary Practice A.date] c b c c c a B newspaper recently daily understand shy popular ▶ Sentence Practice A Why is Peanuts so popular? They have daily problems just like we He is a good friend with a kind heart He usually just sleeps on top of his doghouse! B He often fails • • its 60th anniversary It’s because of • • but never gives up He always • • the lovable characters Peanuts celebrated C 128128 • • tries his best Unit 19|Pedal Power in My Village | [Pick the Reading date] Clue 2: Teacher’s Guide Reading Clue Objectives: 37 Students are to look at the clues in the pictures and guess the meaning of select vocabulary and sentences 38 The situations in each picture are to be carefully studied to understand the content of the related passages Unit Objectives: 73 Students will learn about using pedal power for electricity 74 Students will understand the meaning of new words and be able to use the words in sentences 75 Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences and sequencing 76 Students will learn skills in summarizing passages and giving opinions Key Words and Phrases: village, pedal, washing machine, work, laptop, guess, street, take turn, battery, until, protect, ride LESSON GUIDE Before Reading Build Your Vocabulary Explain the directions of the section Make sure that the students have a clear understanding of what they are expected to Complete the first question as a class to ensure that all students understand the exercise Then have the students complete the rest of the exercise on their own When completed, go over the answers as a class by calling on individual students to present their answers to the rest of the class Keep in mind the objectives of Reading Clue is not to simply show meaning of vocabulary, but to have students look for “clues” in the pictures to allow them to guess and understand what the meanings are on their own and to have them apply these meanings in sentence recognition Think Together Follow the directions and answer the questions This section is key in helping students gain awareness of the passage they are about to read Cover the section thoroughly and add as many additional questions or comments as possible to enhance student understanding and critical thinking into the topic the passage will introduce Extra Idea (optional): 129129 Hangman: Think of a word from the unit’s key words and phrases and write dashes onto the board | which correspond to the number of letters in the word Students then have to call out letters, [Pick with too many wrong answers leading to the completion of the gallows The game can be made the harder by spelling out phrases or even full sentences rather than single words date] During Reading 1) Have the students listen to the recording of the text and follow along in the student book Afterwards, ask the students what they remember about the story without looking at their books • • • What is the story about? Who is the main character? Where does the story take place? 2) As the passage is being read, discuss the “clues” and guesses of the students from the picture Compare and contrast the answers the students had before reading the passage and after reading the passage 3) Dictation: Read the story to the students Read each sentence one by one and have the students copy the sentences into their notebooks Reread the sentences if necessary 4) As a class, complete the “Main Idea” section Have students work in groups to make it more active When the students are finished, go over the answers as a class, and encourage discussion about both correct and incorrect answers Extra Idea (optional): 20 Questions: A student thinks of a word from the unit’s key words and phrases and the rest of the class has 20 questions to guess what it is Both the student who thinks of the item and the students guessing it should be encouraged to use full sentences if possible Any student who guesses successfully takes the next turn After Reading: Student Book 1) Reading Comprehension Briefly discuss what the passage was about Offer explanations and answer questions, students may have about the passage Then move on the Comprehension questions Complete this section as a class or put the students into pairs If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete the page and check the answers as a class Ask additional questions related to the unit, in order to make sure students have a full understanding of the text 2) Vocabulary Expansion Individually: If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete the page and check the answers as a class When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex What is another word that has the same meaning?) 3) Summary 130130 Step 1: Have the students fill in the blanks with the given words Go over the answers as a class | Step 2: Have the students fill in the blanks with the given words Then check the answers by [Pick having the students take turns in reading their completed summaries the date] Idea (optional): Extra Connection: A student starts the game by giving a word for example, yellow, and the next person gives another word that relates to yellow: the next person, banana; food: hungry: dinner, and so on It gets more interesting to limit a response within5 seconds The student who breaks the chain starts a new round, or suffers a forfeit 131131 | After Reading: [Pick 1)theVocabulary Practice date] Workbook A: Briefly review the vocabulary covered in the unit Then complete the first exercise as a class If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves or in groups, have them complete the page and check the answers as a class When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex What is another word that has the same meaning?) B: Model the first exercise for the students If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves or in groups, have them complete the page and check the answers as a class When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex What is another word that has the same meaning?) 2) Sentence Practice Have the students complete the “Sentence Practice” section Follow the given directions and offer help and guidance when necessary When the students are finished, call on them to read the sentences aloud to the rest of the class A: Model the first exercise for the students If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves or in groups, have them complete the page and check the answers as a class This exercise may be challenging for some students, offer help and reinforcement when needed For more advanced students, have them complete the exercise without looking at the passage B: Model the first exercise for the students If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves or in groups, have them complete the page and check the answers as a class For more advanced students, have them complete the exercise without looking at the passage C: Have the students complete this exercise by translating each sentence into their own language 132132 ANSWER KEY: STUDENT BOOK | [Pick ▶ Build Your Vocabulary the 1.date] d a e f c b [Translation] ▶ Think Together [Translation of the main text] ▶ Main Idea b 133133 | ▶[Pick Comprehension the date] c b c c ▶ Vocabulary Expansion guess batteries take turns until village rides ▶ Summary Step Pedal Power What It Is electricity made by pedaling Where It Is Used · washing machine · laptop · juice machine · street lights Step village, electricity, works, Earth, fun 134134 Why It Is Good · protects the Earth · fun · healthy ANSWER KEY: WORKBOOK | [Pick ▶the Vocabulary Practice A.date] c b b a a a B working protect ride street take turns until ▶ Sentence Practice A Even our street lights use pedal power A big battery stores the power until nighttime It’s a simple way to make electricity by pedaling My mom pedals and her washing machine works B Hello and welcome • My friend pedals We don’t Pedal power C 135135 • to my village • • • pedal at night • and his laptop works • • protects the Earth Unit 20|The RoboCup Challenge | [Pick the Reading date] Clue 2: Teacher’s Guide Reading Clue Objectives: 39 Students are to look at the clues in the pictures and guess the meaning of select vocabulary and sentences 40 The situations in each picture are to be carefully studied to understand the content of the related passages Unit Objectives: 77 Students will learn about a robot soccer event called RoboCup 78 Students will understand the meaning of new words and be able to use the words in sentences 79 Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences and sequencing 80 Students will learn skills in summarizing passages and giving opinions Key Words and Phrases: take place, different, cheer, compete, hope, beat, human, junior, take part, include, rescue, design LESSON GUIDE Before Reading Build Your Vocabulary Explain the directions of the section Make sure that the students have a clear understanding of what they are expected to Complete the first question as a class to ensure that all students understand the exercise Then have the students complete the rest of the exercise on their own When completed, go over the answers as a class by calling on individual students to present their answers to the rest of the class Keep in mind the objectives of Reading Clue is not to simply show meaning of vocabulary, but to have students look for “clues” in the pictures to allow them to guess and understand what the meanings are on their own and to have them apply these meanings in sentence recognition Think Together Follow the directions and answer the questions This section is key in helping students gain awareness of the passage they are about to read Cover the section thoroughly and add as many additional questions or comments as possible to enhance student understanding and critical thinking into the topic the passage will introduce Extra Idea (optional): 136136 Spelling Relay: Separate the classroom board into two or more equal parts by drawing rows and columns | The students will spell words in the rows In the columns above write team names (You can create more rows and columns depending on the number of teams.(tip- more than four rows [Pick isthe not advisable) Make an equal line up of first relay runners of each team The teacher then says date] a word s/he wants the students to spell Each runner runs to the board and writes the beginning letter of the word He/she runs back to team members and hands the chalk or board marker to the next runner in the team Each team takes turns writing a single letter until the word is completely spelled The first team to finish spelling the word correctly scores a point or gets some form of praise During Reading 1) Have the students listen to the recording of the text and follow along in the student book Afterwards, ask the students what they remember about the story without looking at their books • • • What is the story about? Who is the main character? Where does the story take place? 2) As the passage is being read, discuss the “clues” and guesses of the students from the picture Compare and contrast the answers the students had before reading the passage and after reading the passage 3) Dictation: Read the story to the students Read each sentence one by one and have the students copy the sentences into their notebooks Reread the sentences if necessary 4) As a class, complete the “Main Idea” section Have students work in groups to make it more active When the students are finished, go over the answers as a class, and encourage discussion about both correct and incorrect answers Extra Idea (optional): Depictions: Give each student a piece of paper and a pencil Choose a student to come to the blackboard or other large writing surface, and ask him to draw a picture showing a specific spelling word The other students must write what word they think the picture is The winner for the round must call out that he has it, then spell the word out loud and show he has written it After Reading: Student Book 1) Reading Comprehension Briefly discuss what the passage was about Offer explanations and answer questions, students may have about the passage Then move on the Comprehension questions Complete this section as a class or put the students into pairs If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete the page and check the answers as a class Ask additional questions related to the unit, in order to make sure students have a full understanding of the text 2) Vocabulary Expansion 137137 Individually: If you feel that the students have a good understanding of the passage or are at the level| to answer the questions by themselves, have them complete the page and check the answers as a class When going over the answers, ask additional questions to the students [Pick pertaining to the vocabulary (ex What is another word that has the same meaning?) the date] 3) Summary Step 1: Have the students fill in the blanks with the given words Go over the answers as a class Step 2: Have the students fill in the blanks with the given words Then check the answers by having the students take turns in reading their completed summaries Extra Idea (optional): Spelling Detective: Write all of the key words and phrases on the board and let the students study them for one minute After one minute, tell them to put their heads down and you change a word, misspell it, or change the tense, whatever throws them off Tell the students "Spelling detectives raise your heads and tell me what is wrong." You call on a student and they have to spell the word correctly to you You change the word back and give the students as a whole a point If they are wrong, YOU get the point After Reading: Workbook 1) Vocabulary Practice A: Briefly review the vocabulary covered in the unit Then complete the first exercise as a class If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves or in groups, have them complete the page and check the answers as a class When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex What is another word that has the same meaning?) B: Model the first exercise for the students If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves or in groups, have them complete the page and check the answers as a class When going over the answers, ask additional questions to the students pertaining to the vocabulary (ex What is another word that has the same meaning?) 2) Sentence Practice Have the students complete the “Sentence Practice” section Follow the given directions and offer help and guidance when necessary When the students are finished, call on them to read the sentences aloud to the rest of the class A: Model the first exercise for the students If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves or in groups, have them complete the page and check the answers as a class This exercise may be challenging for some students, offer help and reinforcement when needed For more advanced students, have them complete the exercise without looking at the passage B: Model the first exercise for the students If you feel that the students have a good understanding of the passage or are at the level to answer the questions by themselves or in groups, have them complete the page and check the answers as a class For more advanced students, have them complete the exercise without looking at the passage 138138 C: Have the students complete this exercise by translating each sentence into their own language | [Pick the date] 139139 ANSWER KEY: STUDENT BOOK | [Pick ▶ Build Your Vocabulary the 1.date] e c d f a b [Translation] ▶ Think Together [Translation of the main text] ▶ Main Idea a RoboCup is a world soccer event with robot players ▶ Comprehension a c b c 140140 | ▶[Pick Vocabulary Expansion the date] take part junior designed hope includes rescue ▶ Summary Step a world soccer event for robot players started in 1997 and is held each year RoboCup scientists hope robots can beat human soccer players by 2050 a junior league with soccer, dance contests, and rescue competitions Step world, different, better, beat, rescue 141141 ANSWER KEY: WORKBOOK | [Pick ▶the Vocabulary Practice A.date] b a c b c a B human different beat take part hope include ▶ Sentence Practice A The teams compete until one team wins They are much better today than in 1997 Scientists from different countries make teams of robots The junior league is not only for soccer B RoboCup is • • to cheer for their team Many fans come • It takes place RoboCup robots • C 142142 • get better each year • • a world soccer event • in a different country each year