Reading sense 1 teachers guide

Reading Sense Teacher's Guide Build your dreams, Grow as a global leader www.ibuildandgrow.com Unit | Tania’s Little Angel Reading Sense:Teacher’s’sGuide Unit Objectives: Students will Students will learn about Tania’s little angel Students will understand the key words Students will practice reading comprehension Power Vocabulary: angel, curly, help, nobody, pocket, shoelace, tease, tie, trouble, wing LESSON GUIDE Before Reading  Have your students look at the picture What you see in the picture? What does it make you think of?  Ask your students to describe the picture to their partner  Answer the before reading questions as a class  Introduce the unit’s key words and phrases  Let your students match the definition or picture to its key word by writing the correct letter in each box During Reading First, have the students listen to the reading and follow along in their books Extra Idea: Reading Sense 2, Unit 1 Divide the story up into two halves Let the girls read the first half Then, have the boys read the second half If the students need more practice, have the boys and girls switch parts, and read the story again Ask the students about the passage to see how much they can remember Can you remember any words from the story? curly hair silver wings pocket To display the students’ ideas on the board, organize your notes in different ways (colors, shapes, pictures, etc.) Boy teases Tania  Angel came out of pocket  Angel tied boy’s shoelaces  The boy felt sorry Quick Check Up The angel lives in Tania’s pocket The angel helps Tania The angel tied Tania’s shoelaces Have the students read each statement Let them decide which statement is true and which is false Allow the students to read the story again quickly in order to double check their answers Give the students a few moments and then review the correct answers After Reading Comprehension Practice Main Idea: Have the students read each possible answer Let them rule on the incorrect answers, selecting only the correct response Reading Sense 2, Unit Detail: Tell the students to scan for specific words or sentences This will provide the students with the necessary details that will help them choose an answer For example: Have the students return to the story to scan and look for the word, “pocket.” Visualizing: Refer the students back to the notes that you took together earlier in the class Review what happened when the angel helped Tania Have the students put the sentences in order Then, have the students read the sentences in order Summarizing: Have the students read each word in the word bank Give the students a few moments to fill in the blanks with the missing words Choose a few students to take turns reading the completed summary Listening & Speaking: Let the students listen to the dialogue once Have them try to fill in as many of the blanks as they can Then, play the dialogue once more Choose one student to play Tania, one student to play the boy, and one to play the angel To check the answers, have those students read their full sentences in turn Let the students choose a partner Have them practice the dialogue with their partner Extra Idea: Ask the students to come up with their own angels What would their angels help them with, what would they look like, and where would they live? Choose a few students to share their angels with the class ANSWER KEY: STUDENT BOOK Before Reading What you see in the picture? - I can see a blue sky and there is an angel - An angel is holding her hands together and praying Who helps you when you are in trouble? Reading Sense 2, Unit - God helps us when we are in trouble - My family helps me when I’m in trouble Key Vocabulary c e a b f d Quick Check-Up T T F Comprehension Practice b a c b b Visualizing An angel quietly came out of Tania’s pocket A boy teased Tania The boy fell over and Tania helped him The angel tied the boy’s shoelaces Summarizing angel, teased, pocket, shoelaces, helped Reading Sense 2, Unit Listening & Speaking teasing, bad, tied, hands, helping ANSWER KEY: WORKBOOK Vocabulary Review A_ angel – nobody – pocket – curly – wing – trouble – tease – help – tie – 10 shoelace – B_ shoelaces angel pocket tie C_ b a Writing D_ She lives in Tania’s pocket But nobody knows about her Tania stopped crying Reading Sense 2, Unit Translate each sentence into your language E_ Reading Sense 2, Unit Unit | Aunt Monica’s Cool Job Reading Sense:Teacher’s’sGuide Unit Objectives: Students will Students will read about a police officer’s job Students will understand the key words Students will practice reading comprehension Power Vocabulary: call, emergency, job, lady, police station, rat, rush, scared, strange, wait LESSON GUIDE Before Reading • Have your students look at the picture Who can you see? • Ask your students to describe the picture to their partner • Answer the before reading questions as a class • Introduce the unit’s key words and phrases • Let your students match the definition or picture to its key word by writing the correct letter in each box Extra Idea: Prepare a skit about a police officer helping citizens of a town Choose a few students to act out the skit Try to have the rest of the class guess what the skit is about! Reading Sense 2, Unit During Reading First, have the students listen to the reading and follow along in their books Extra Idea: Choose a student to begin reading Clap your hands after a sentence or two, and choose another student to read This way, students will be on their toes, because they not know when the teacher will call on them! Ask the students about the passage to see how much they can remember Can you remember any words from the story? police officer phone calls help To display the students’ ideas on the board, organize your notes in different ways (colors, shapes, pictures, etc.) Phone call – Went to house – Aunt Monica rushed in – Aunt Monica caught a big rat Quick Check Up Aunt Monica works at the police station Sometimes, Aunt Monica goes to help a caller There were many small rats in the kitchen Have the students read each statement Let them decide which statement is true and which is false Allow the students to read the story again quickly in order to double check their answers Give the students a few moments and then review the correct answers Reading Sense 2, Unit 2 After Reading Comprehension Practice Main Idea: Have the students read each possible answer Let them rule on the incorrect answers, selecting only the correct response Detail: Tell the students to scan for specific words or sentences This will provide the students with the necessary details that will help them choose an answer For example: Have the students return to the story to scan for the 3rd to last sentence Visualizing: Refer the students back to the notes that you took together earlier in the class Review what happened when Aunt Monica got the phone call Have the students put the sentences in order Then, have the students read the sentences in order Summarizing: Have the students read each word in the word bank Give the students a few moments to fill in the blanks with the missing words Choose a few students to take turns reading the completed summary Listening & Speaking: Let the students listen to the dialogue once Have them try to fill in as many of the blanks as they can Then, play the dialogue once more Choose one student to play Monica, and one to play Arthur To check the answers, have those students read their full sentences in turn Let the students choose a partner Have them practice the dialogue with their partner Reading Sense 2, Unit Comprehension Practice c b c b a Visualizing Summarizing unknown, pat, dangerous, bite, attack Listening & Speaking pat, fingers, still, Don’t, Wait ANSWER KEY: WORKBOOK Vocabulary Review A_ dangerous – unknown – Reading Sense 2, Unit 18 pat – large – know – touch – bite – stand – still – 10 attack – B_ bite attack pat touch C_ b a Writing D_ Small bites can be dangerous Don’t look at the dog’s eyes The dog may run after you Translate each sentence into your language E_ Reading Sense 2, Unit 18 Unit 19| Riding the Roller Coaster Reading Sense:Teacher’s’sGuide Unit Objectives: Students will Students will read about roller coasters Students will understand the key words Students will practice reading comprehension Power Vocabulary: below, disappointed, finally, guess, eight, last, measure, ride, theme park, wish LESSON GUIDE Before Reading  Have your students look at the picture  Ask your students to describe the picture to their partner  Answer the before reading questions as a class  Introduce the unit’s key words and phrases  Let your students match the definition or picture to its key word by writing the correct letter in each box Reading Sense 2, Unit 19 During Reading First, have the students listen to the reading and follow along in their books Extra Idea: Assign each student a letter, A, B, C, or D Have all A students read the first sentence Then have B Students read the next sentence, and so on Ask the students about the passage to see how much they can remember Can you remember any words from the story? centimeters roller coaster last summer To display the students’ ideas on the board, organize your notes in different ways (colors, shapes, pictures, etc.) 120 cm 121 cm Quick Check Up Danny is now 120 centimeters tall Danny measured his height every night Danny can now ride the roller coaster Reading Sense 2, Unit 19 Have the students read each statement Let them decide which statement is true and which is false Allow the students to read the story again quickly in order to double check their answers Give the students a few moments and then review the correct answers After Reading Comprehension Practice Main Idea: Have the students read each possible answer Let them rule on the incorrect answers, selecting only the correct response Detail: Tell the students to scan for specific words or sentences This will provide the students with the necessary details that will help them choose an answer For example: Have the students return to the story to scan for the word, “measured.” Visualizing: Refer the students back to the notes that you took together earlier in the class Review and compare what Danny did until he could ride the roller coaster Have the students read and number each sentence Then, have the students read the events in order Summarizing: Have the students read each word in the word bank Give the students a few moments to fill in the blanks with the missing words Choose a few students to take turns reading the completed summary Listening & Speaking: Let the students listen to the dialogue once Have them try to fill in as many of the blanks as they can Then, play the dialogue once more Choose one student to play Danny, and one to play Dad To check the answers, have those students read their full sentences in turn Let the students choose a partner Have them practice the dialogue with their partner Reading Sense 2, Unit 19 Extra Idea: Divide the class into large groups Give each group a sheet of poster paper and colored pencils Have each group come up with their own new roller coaster, and a height requirement for their roller coaster ANSWER KEY: STUDENT BOOK Before Reading Where can you see the roller coaster? - I can see a roller coaster at the theme park - I don’t know I’ve never seen one before Can you ride the roller coaster? - Yes, I can It looks so exciting - No, I can’t Rollercoaster is too fast and I’m scared Key Vocabulary a e d b c f Quick Check-Up F F T Comprehension Practice a c Reading Sense 2, Unit 19 a c b Visualizing Danny’s family went to a theme park Every night, Danny wished to be taller Now he is 121 centimeters tall and can ride it Danny couldn’t ride the roller coaster Summarizing theme, roller coaster, below, height, ride Listening & Speaking early, want, 121, part, ride ANSWER KEY: WORKBOOK Vocabulary Review A_ ride – last – theme park – below - disappointed – wish – measure – height – guess – 10 finally – Reading Sense 2, Unit 19 B_ measure height guess theme park C_ a b Writing D_ He wanted to ride the roller coaster He did this for months Now he is 121 centimeters! Translate each sentence into your language E_ Reading Sense 2, Unit 19 Unit 20| Safe Swimming Reading Sense:Teacher’s’sGuide Unit Objectives: Students will Students will read about safe swimming Students will understand the key words Students will practice reading comprehension Power Vocabulary: adult, careful, chew, depth, enter, floor, hit, push, safe, slippery LESSON GUIDE Before Reading  Have your students look at the picture  Ask your students to describe the picture to their partner  Answer the before reading questions as a class  Introduce the unit’s key words and phrases  Let your students match the definition or picture to its key word by writing the correct letter in each box Reading Sense 2, Unit 20 During Reading First, have the students listen to the reading and follow along in their books Extra Idea: Have the students practice popcorn reading Choose one student to begin The first student will read as much as they want, and then say, “popcorn.” That student will then say another student’s name The next student will read as much as they want, and then say another student’s name Continue this process until the entire story has been read Ask the students about the passage to see how much they can remember Can you remember any words from the story? swimming pool no gum feet first To display the students’ ideas on the board, organize your notes in different ways (colors, shapes, pictures, etc.) Safe Swimming -Walk carefully -Never swim alone -Stay near an adult -Don’t swim after eating -Don’t chew gum -Enter feet first -Never push others! Reading Sense 2, Unit 20 Quick Check Up You can run around the pool You must eat a lot before swimming You must stay near adults Have the students read each statement Let them decide which statement is true and which is false Allow the students to read the story again quickly in order to double check their answers Give the students a few moments and then review the correct answers After Reading Comprehension Practice Main Idea: Have the students read each possible answer Let them rule on the incorrect answers, selecting only the correct response Detail: Tell the students to scan for specific words or sentences This will provide the students with the necessary details that will help them choose an answer For example: Have the students return to the story to scan for the word, “floor.” Visualizing: Refer the students back to the notes that you took together earlier in the class Review the swimming safety tips Have the students complete each tip Then, have the students read (using full sentences) each tip out loud Summarizing: Have the students read each word in the word bank Give the students a few moments to fill in the blanks with the missing words Choose a few students to take turns reading the completed summary Reading Sense 2, Unit 20 Listening & Speaking: Let the students listen to the dialogue once Have them try to fill in as many of the blanks as they can Then, play the dialogue once more Choose one student to play Tommy, and one to play Mom To check the answers, have those students read their full sentences in turn Let the students choose a partner Have them practice the dialogue with their partner Extra Idea: Ask the students to work with their partners Give each pair a set of cards Each card will have one of the safety tips on it Set a time limit of 30 seconds One student will hold the cards and act out the safety tips The other student will try to guess which safety tip their partner is acting out Let the students change roles ANSWER KEY: STUDENT BOOK Before Reading Where are the kids now? - They are in the swimming pool now - They are at a water park What you have to be careful of in here? - We must be careful when jumping into the water - We need to warm-up first before we get into the pool Key Vocabulary b d f c a e Reading Sense 2, Unit 20 Quick Check-Up F F T Comprehension Practice b c a a b Visualizing Summarizing careful, alone, adult, enter, push Listening & Speaking early, want, 121, part, ride Reading Sense 2, Unit 20 ANSWER KEY: WORKBOOK Vocabulary Review A_ careful – floor – slippery – adult – chew – enter - depth – hit – push – 10 safe – B_ adult chew slippery depth C_ c a Writing D_ The floor may be very slippery But you must be careful! 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