Reading sense 1 teachers guide

After Reading Comprehension Practice Main Idea: Have the students read each possible answer.. For example: Have the students return to the story to scan and look for the word, “pocke

Reading Sense 2

Teacher's Guide

Unit 1 |

Tania’s Little Angel

Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1 Students will learn about Tania’s little angel

2 Students will understand the key words

3 Students will practice reading comprehension

What does it make you think of?

the correct letter in each box

During Reading

First, have the students listen to the reading and follow along in their books

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?

1 curly hair

2 silver wings

3 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

1 The angel lives in Tania’s pocket

2 The angel helps Tania

3 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

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

1 What do you see in the picture?

- I can see a blue sky and there is an angel

- God helps us when we are in trouble

- My family helps me when I’m in trouble

2 An angel quietly came out of Tania’s pocket

1 A boy teased Tania

4 The boy fell over and Tania helped him

3 The angel tied the boy’s shoelaces

Summarizing

angel, teased, pocket, shoelaces, helped

Listening & Speaking

teasing, bad, tied, hands, helping

ANSWER KEY: WORKBOOK

1 She lives in Tania’s pocket

2 But nobody knows about her

Translate each sentence into your language

Unit 2 |

Aunt Monica’s Cool Job

Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1 Students will read about a police officer’s job

2 Students will understand the key words

3 Students will practice reading comprehension

• 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!

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 do 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?

1 police officer

2 phone calls

3 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

1 Aunt Monica works at the police station

2 Sometimes, Aunt Monica goes to help a caller

3 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

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:

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

ANSWER KEY: STUDENT BOOK

Before Reading

1 What is the man’s job in this picture?

- He is a police officer

- I don’t know I have no idea

2 What does he do for other people?

- He helps people in trouble

- he catches bad people

Visualizing

2 Aunt Monica and I rushed to the old lady’s house

3 I waited in the car and was worried

1 An old lady called the police

4 Aunt Monica got a big rat in the old lady’s kitchen

Summarizing

police, emergency, called, rat, kitchen

Listening & Speaking

help, strange, scared, wait, nothing

ANSWER KEY: WORKBOOK

2 b

Writing

D_

1 She works at the police station

2 I waited in the car

3 But Aunt Monica came back soon

Translate each sentence into your language

Unit 3 |

We Live Next Door to an Alien

Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1 Students will read about a next-door alien

2 Students will understand the key words

3 Students will practice reading comprehension

the correct letter in each box

During Reading

Extra Idea:

Let the students choose a partner, or assign them to read with the student sitting

next to them Instead of having students read individually, have them read in

pairs Have each pair read a sentence, and then have the next pair 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?

1 alien

2 goggles

3 antenna

To display the students’ ideas on the board, organize your notes in different

ways (colors, shapes, pictures, etc.)

1 During the day, the alien looks like a normal person

2 The alien has a machine with an antenna

3 At night, the alien makes a loud noise

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, “night.”

Visualizing:

Refer the students back to the notes that you took together earlier in the class

Review what the man wears during the day and at night Have the students fill in

the blanks Then, have the students read (using full sentences) what the man

wears and carries in the daytime and nighttime

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 Carol, and one to play Daniel 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:

Divide the students up into two groups Have one side discuss why the man next

door IS an alien Have the other side discuss why the man next door IS NOT an

ANSWER KEY: STUDENT BOOK

Before Reading

1 What can you see in the picture?

- I can see a spaceship and two strange looking people

- I can see two aliens in a field!

2 Do you believe in aliens? Why or why not?

- Yes! I do believe in aliens

They will visit the earth soon I’ve seen them a lot on TV

- No, I don’t think so Aliens are not real

a white robe

a machine with an antenna

Summarizing

normal, suit, robe, machine, whispers

Listening & Speaking

alien, next, night, roof, watch

ANSWER KEY: WORKBOOK

1 An alien lives next door to us!

2 He wears a suit and necktie

3 He carries a machine with an antenna

Translate each sentence into your language

Unit 4 |

Habitat for Humanity

Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1 Students will learn about habitat for humanity

2 Students will understand the key words

3 Students will practice reading comprehension

the correct letter in each box

During Reading

First, have the students listen to the reading and follow along in their books

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?

1 homes

2 every year

3 around the world

To display the students’ ideas on the board, organize your notes in different

ways (colors, shapes, pictures, etc.)

1 Habitat for Humanity helps homeless people

2 Thousands of volunteers help build houses

3 The volunteers work around the world

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, “homeless.” Also have

them scan for specific sentences

Visualizing:

Refer the students back to the notes that you took together earlier in the class

Review what Habitat for Humanity does Have the students answer the questions

of when, who, where, and how by filling in the blanks Then, ask the students

the when, who, where, and how questions and have the students answer by

reading (using full sentences) what Habitat for Humanity does

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 David, 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

Extra Idea:

Review the unit by playing a trivia game about the unit Include questions about

the key words and Habitat for Humanity Divide the class into two teams Let

each team choose one student to come to the front, and give each student a

marker Ask the students a question about the unit The two students in the front

will quickly try to think of the answer and write it on the board The fastest

student to write the correct answer on the board will earn a point for their team

ANSWER KEY: STUDENT BOOK

Before Reading

1 What are people doing in this picture?

- They are working together and helping each other

- They are building a house

2 Why do people need houses?

- People need houses because it is dangerous to sleep outside

- People need a safe place to ear, sleep and play

How many houses were built?

In1976

Hundreds of volunteers

In over

100 countries

More than 250,000 houses

Summarizing

homeless, builds, Volunteers, countries, houses

Listening & Speaking

summer, homes, exciting, hundreds, join

ANSWER KEY: WORKBOOK

1 Some people are too poor

2 Habitat was started in 1976

3 Every year, hundreds of volunteers help out

Translate each sentence into your language

E_

1

2

3

4

5

Unit 5 |

Reporter Reece

Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1 Students will read about a reporter

2 Students will understand the key words

3 Students will practice reading comprehension

the correct letter in each box

During Reading

First, have the students listen to the reading and follow along in their books

Extra Idea:

Divide the class into six areas Assign each area a number Roll a dice Have the

area of the class that was assigned then umber that matches the number rolled

read out loud They should read the same number of sentences as was rolled!

After each group finished, roll the dice again, and continue the process

Ask the students about the passage to see how much they can remember

Can you remember any words from the story?

1 TV

2 Russia

3 meeting new people

To display the students’ ideas on the board, organize your notes in different

ways (colors, shapes, pictures, etc.)

1 Reporter Reece interviewed an acrobat in Nepal

2 Reporter Reece is in India right now

3 You can see Reporter Reece on TV

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 “Russia.”

Visualizing:

Refer the students back to the notes that you took together earlier in the class

Review what Reece has done Have the students fill in the blanks about what

Report Reece loves and who she has interviewed Then, have the students

compare their answers with a partner

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 Reece, and one to play Harry 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:

Let the students choose a partner Have each pair brainstorm and come up with

places that they would want to travel to and people that they would like to

interview Ask them to create a dialogue just like the one they just practiced

(Listening & Speaking section) One student should play the reporter while the

other student should act out the person being interviewed Choose a few pairs to

act out their interview in front of the class

ANSWER KEY: STUDENT BOOK

Before Reading

1 What does this woman do in this picture?

- She is a reporter

- She reports the news on TV

2 Do you like being on TV?

- Yes, I do I want to be on TV and be famous!

- No, I don’t It is embarrassing

reporter, interviewed, monk, belly, travels

Listening & Speaking

India, oldest, Nepal, tired, new

ANSWER KEY: WORKBOOK

1 She interviewed an acrobat in Russia

2 She is always very busy

3 She loves her work all the time

Translate each sentence into your language

Unit 6 |

No More Computer Games

Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1 Students will read about computer games

2 Students will understand the key words

3 Students will practice reading comprehension

the correct letter in each box

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?

1 after school

2 computer room

3 school bus

To display the students’ ideas on the board, organize your notes in different

ways (colors, shapes, pictures, etc.)

Tony was eager to play  Secretly walked into computer room  Played

favorite game  He missed the bus!

Quick Check Up

1 Tony enjoys playing computer games

2 Tony usually plays computer games in the morning

3 Tony missed the school bus this morning

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:

Visualizing:

Refer the students back to the notes that you took together earlier in the class

Review what happened in the story Have the students put the sentences in order

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 Mom, and one to play Tony 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:

Have the students imagine something that they love to do Ask them to change

the story to fit what would happen in the event that their mom caught them doing

something and they missed the bus Ask a few students to share their stories with

the rest of the class!

ANSWER KEY: STUDENT BOOK

Before Reading

1 What is the boy doing in the picture?

- He is using the computer

- He’s playing a computer game

2 Do you enjoy computer games? How often do you play?

- Yes, I do I play games three times a week

- No, I don’t enjoy them They are boring

Visualizing

2 Tony turned on the computer

3 Tony started to play his favorite game

4 Tony forgot about the time and missed the school bus

1 Tony secretly walked to the computer room

Summarizing

usually, secretly, favorite, missed, mad

Listening & Speaking

doing, computer, time, forgot, school

ANSWER KEY: WORKBOOK

1 Tony likes to play computer games

2 He sometimes plays too much

3 Tony missed the school bus!

Translate each sentence into your language

Unit 7 |

Video for Dad

Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1 Students will read about making a video for Dad

2 Students will understand the key words

3 Students will practice reading comprehension

the correct letter in each box

During Reading

First, have the students listen to the reading and follow along in their books

Extra Idea:

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?

1 Kenya

2 jungle

3 videotape

To display the students’ ideas on the board, organize your notes in different

ways (colors, shapes, pictures, etc.)

Making a video

All -We say hi and wave

Me- blew a kiss

Mom- says I miss you

My brother- shows dad his mouth

*Draw a picture of each character and write what each character did next to each

face

Quick Check Up

1 All my family is in Kenya

2 Mom misses Dad

3 My brother pulled his tooth out yesterday

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