Subject link starter 2 TG

S U B J E C T Curriculum Integration Reading Program L2 S t a r t er Te a c h e r ' s G u i d e Contents Subject Link Starter • Teacher’s Guide Chapter Lesson | Why You Need to Sleep • What is the girl doing? • Why is she asleep? • Do you like going to sleep? Why or why not? • What you wear while you sleep? Read the Big Idea question as a class Tell the students to call out why sleep is important Write these ideas on the board Extra Activity: (optional) Objectives Students will learn about why our bodies and brains need sleep Students will make connections between the reading passage and their own experiences Students will learn key words about the topic and be able to use the words in sentences Students will practice reading comprehension skills such as identifying the main idea and supporting details Students will learn skills in organizing and summarizing passages Key Words brain, bone, skin, cut, heal, pajamas 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 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 Tell them today’s lesson is going to be about science and health, and read the lesson’s title to them Then talk about the lesson’s picture as a class Extra Activity: (optional) Look at all four of the pictures in the contents map as a class and then have the students say what they think each passage will be about Ask the class which of the passages they think will be the most interesting LESSON GUIDE Before Reading 1) Have the students turn to page Ask them what the chapter is about Then ask 3) Have the students turn to Lesson 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 them what they can see on the page While the students are looking at the picture, some of the following questions may be asked: 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 Subject Link Starter • Teacher’s Guide option is to have the students use the pictures to try and create their own simple the passage’s reasons for going to bed on the board Then ask the students to use definitions Then give them one minute to find the words in the word search When the passage to tell you more details about why sleep is good for them If they have they’re finished, ask for volunteers to point out where the words are for the class trouble thinking of details on their own, some of the following questions may be asked: 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 • How you feel after a long day? have a good understanding of the key words, have them answer the questions by • What happens to your hair, bones, and skin when you sleep? themselves or with a partner If the students not have a good understanding of • How does sleep help you learn things? the key words, work on the answers as a class • Why is getting a good night’s sleep useful when you’re in school? Extra Activity: (optional) 4) Read the Connect to Yourself question to the class Have the students work in pairs Put small slips of paper with the unit’s keywords in a hat or bowl Divide the class or individually to answer the question Then ask the students to share their answers into two teams, and ask one member from each team to come to the front Have with the class 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 Extra Activity: (optional) teams guess the word (no letters or numbers allowed) The team that gets the word Give the students a minute to draw a picture of what they look like when they don’t first gets a point Repeat until all the keywords have been used 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 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 1) Have the students turn to the Reading Comprehension section If you feel the student book Next, have the students read the passage silently and ask them students have a good understanding of the passage or are at the level to answer to underline the main idea in each paragraph Then, read the passage as a the questions by themselves, have them complete the page on their own or with a class Pause after each paragraph to ask the students what the main idea of the partner and check the answers as a class If the students are not at the level to paragraph is answer the questions by themselves, work on the answers as a class 3) After reading the passage, ask the students the Let’s Focus question Write down After Reading Extra Activity: (optional) Subject Link Starter • Teacher’s Guide 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 ANSWER KEY: STUDENT BOOK Big Idea: Why is sleep important? (Sample answer) Sleep is important because it keeps me healthy It also gives me energy (Page 6) (Page 9) Key Words: 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 Practice: cut skin healing brains bones pajamas Let’s Focus: Why should you go to bed at night? (Sample answer) Sleep helps my body rest, grow, and heal It is also important for my brain (Page 10) Connect to Yourself: How long you sleep every night? (Sample answer) I sleep for eight hours every night (Page 11) Reading Comprehension: b c True True (Page 12) b body / brain b Graphic Organizer: rest / skin / faster / remember / new (Page 13) Summary: body / cuts / brain / ideas / healthy Subject Link Starter • Teacher’s Guide ANSWER KEY: Workbook (Page 3) A: heal bone pajamas cut brain skin B: ideas help important focus Lesson | Interesting Animal Sleeping Habits Objectives Students will learn about the sleeping habits of some animals Students will make connections between the reading passage and their own (Page 4) C: “It’s time for bed!” your mom says First, your body has to rest You learn lots of things at school So put on your pajamas and get in bed experiences Students will learn key words about the topic and be able to use the words in sentences Students will practice reading comprehension skills such as identifying the main idea and supporting details D: Your body and brain both need sleep to be healthy Sleep also helps your hair, bones, and skin grow Sleep is also important for your brain Your brain needs sleep to remember these things You need 10 to 11 hours of sleep every night Students will learn skills in organizing and summarizing passages Key Words lie down, run away, seaweed, ocean, float, hold LESSON GUIDE Before Reading 1) Have the students turn to the opening section of the chapter on page Quickly review the previous lesson by reading the title for Lesson and asking the students why they need sleep Have the students look at Lesson Tell them today’s lesson is going to be about science, and read the lesson’s title to them Then talk about 10 Subject Link Starter • Teacher’s Guide 11 the lesson’s picture as a class Extra Activity: (optional) Tell the students about a pet or favorite animal that you have and demonstrate how 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 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) 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 2) Have the students turn to Lesson Ask them what they see in the pictures Read the Warm Up question to the students Then have the students read the sentences class Pause after each paragraph to ask the students what the main idea of the paragraph is for each of the pictures as a class Extra Activity: (optional) 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 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 sentences for each of the pictures and to circle the key words 3) After reading the passage, ask the students the Let’s Focus question Write down Extra Activity: (optional) 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 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: 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 • Why horses listen while they sleep? • What otters hold on to while they sleep? • Why dolphins watch for sharks? • How are these animals’ sleeping habits alike? 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 12 Subject Link Starter • Teacher’s Guide 13 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 Extra Activity: (optional) 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 ANSWER KEY: STUDENT BOOK Big Idea: Why is sleep important? (Sample answer) Sleep is important because it keeps me healthy It also gives me energy (Page 16) Let’s Focus: How these animals sleep? (Sample answer) Horses stand and listen while they sleep Otters wrap themselves in seaweed and sleep Sometimes they also hold hands Dolphins sleep with half of their brains They also sleep with one eye open (Page 16) Connect to Yourself: What are your sleeping habits? (Sample answer) I always sleep with my teddy bear (Page 17) If it is a small class, you can even have the students write and answer several questions each 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 14 Reading Comprehension: c a False True (Page 18) b sharks c Graphic Organizer: Horses – listen Otters – seaweed / hands Dolphins – half / eye (Page 19) Summary: habits / run away / wrap / float / brains Subject Link Starter • Teacher’s Guide 15 ANSWER KEY: Workbook (Page 5) A: ocean seaweed run away lie down hold float B: habit wrap strong half Lesson | Siesta Time! Objectives Students will learn about siestas and why Spanish people take them Students will make connections between the reading passage and their own (Page 6) C: You can see sleeping animals at the zoo So, they can easily run away from danger Otters wrap themselves in seaweed and sleep That way, they can watch for hungry sharks experiences Students will learn key words about the topic and be able to use the words in sentences Students will practice reading comprehension skills such as identifying the main idea and supporting details D: Many animals just lie down to sleep They don’t fall because they have strong legs The seaweed is connected to the ocean floor Sometimes they also hold hands and sleep They also sleep with one eye open Students will learn skills in organizing and summarizing passages Key Words relax, break, nap, wake up, tradition, temperature LESSON GUIDE Before Reading 1) Have the students turn to the opening section of the chapter on page Quickly review the previous lesson by reading the title for Lesson and asking the students what some interesting animal sleeping habits are Have the students look at Lesson Tell them today’s lesson is going to be about social studies, and read the 16 Subject Link Starter • Teacher’s Guide 17 lesson’s title to them Then talk about the lesson’s picture as a class 2) Have the students turn to Lesson Ask them what they see in the picture Read the Warm Up question to the students Then have several students read the 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 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 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 Extra Activity: (optional) Declare a mini-debate on whether everyone should take a nap in the afternoon class Pause after each paragraph to ask the students what the main idea of the paragraph is 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) After reading the passage, ask the students the Let’s Focus question Write down what Spanish people 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: 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 4) Have the students complete the sentences in the Practice section Tell them to read the sentences and circle the correct words If you feel that the students have a good understanding of the key words, have them answer the questions by • Where people take siestas? • Why Spanish people take siestas? • What people when they have siestas at home? • How long of a siesta kids get? 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 themselves or with a partner If the students not have a good understanding of the key words, work on the answers as a class Extra Activity: (optional) Choosing titles from a list of possibilities can show whether the students have Extra Activity: (optional) 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 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 The team with the most points wins the game 18 Subject Link Starter • Teacher’s Guide 19 lesson’s title to them Then talk about the lesson’s picture as a class 2) Have the students turn to Lesson 15 Ask them what they see in the picture Read the Warm Up question to the students Then have several students read 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 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 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 Extra Activity: (optional) Have the students pretend that they are teachers and making rules for their class Pause after each paragraph to ask the students what the main idea of the paragraph is students Tell them that they can make up any rules and punishments they want After a minute or so, go around and ask the students what rules and punishments they decided to have for their classes 3) After reading the passage, ask the students the Let’s Focus question Write down the origin of “a baker’s dozen” on the board Then ask the students to use the passage to tell you more details about how it happened If they have trouble 3) Play the recording to introduce the unit’s key words Then tell the students to trace thinking of details on their own, some of the following questions may be asked: 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 • What does “a dozen” usually mean? • What did bad bakers sometimes long ago? • Who made a law about bread weight? • Why did bakers give people 13 loaves of bread instead of 12? 4) Have the students complete the sentences in the Practice section Tell them to read the sentences and circle the correct words If you feel that the students have a good understanding of the key words, have them answer the questions by themselves or with a partner If the students not have a good understanding of 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 the key words, work on the answers as a class Extra Activity: (optional) Extra Activity: (optional) Divide the students into teams and have one person from each team come up to the board in an allotted space Say the simple definition of one of the key words and have the students at the board write the word on the board as fast as possible Put the students into pairs Tell them to ask each other what their parents when they bad things, like stealing, cheating on a test, hitting their sibling, not doing their homework, and not doing their chores After a minute or two, have the different pairs report on whether their parents are similar or different in their punishments The first student to write it correctly gets a point for their team and then sits back down as their team changes writers Continue until all the key words have been used 92 Subject Link Starter • Teacher’s Guide 93 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 Extra Activity: (optional) On slips of paper, write several more true and false questions based on the information from the passage and put the questions in a box Ask the class one of the questions and have the students raise their hands to answer it If a student answers the question correctly, let them come to the front and ask the next question 2) 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 3) Have the students complete the summary by filling in the blanks with the given words either individually or in pairs Check the answers as a class ANSWER KEY: STUDENT BOOK Big Idea: Why is bread good for you? (Sample answer) It is good for me because it is healthy It is also good because it is delicious (Page 84) Key Words: dozen weigh sell price law afraid (Page 99) Practice: afraid laws sells dozen weighing price Let’s Focus: Where does “a baker’s dozen” come from? (Sample answer) In the past, bakers gave 13 loaves of bread when people bought 12 loaves They did this to show the people they were honest (Page 100) (Page 101) Connect to Yourself: What happens if you lie to your parents? (Sample answer) I get in trouble and can’t watch TV for a week (Page 102) Reading b True Comprehension: a False (Page 103) Graphic Organizer: b high b 2/3/1/4 Summary: bakers / money / weight / afraid / dozen 94 Subject Link Starter • Teacher’s Guide 95 ANSWER KEY: Workbook (Page 31) A: law afraid price weigh sell dozen B: extra money start honest Lesson 16 | Fun Ways to Use Bread! Objectives Students will learn about some interesting ways to use bread Students will make connections between the reading passage and their own (Page 32) C: These bad bakers made people angry All the bakers were afraid of the king The bakers started to give them 13 loaves Today, bakers don’t give extra loaves of bread experiences Students will learn key words about the topic and be able to use the words in sentences Students will practice reading comprehension skills such as identifying the main idea and supporting details D: Long ago, people couldn’t weigh things very well Sometimes bad bakers sold small loaves of bread for high prices They lied to lots of people to make more money They wanted people to know they were honest However, “a baker’s dozen” still means 13 Students will learn skills in organizing and summarizing passages Key Words erase, mark, draw, stinky, soak up, jar LESSON GUIDE Before Reading 1) Have the students turn to the opening section of the chapter on page 85 Quickly review the previous lesson by reading the title for Lesson 15 and asking the students why “a baker’s dozen” means 13, not 12 Then have the students look at Lesson 16 Tell them today’s lesson is going to be about social studies and science 96 Subject Link Starter • Teacher’s Guide 97 and read the lesson’s title to them Then talk about the lesson’s picture as a class 2) Have the students turn to Lesson 16 Ask them what they see in the picture Read the Warm Up question to the students Then have several students read the 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 sentences below for the class For each one, have all the students say “True” or “False” together 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 Extra Activity: (optional) Tell the students that being creative with things is lots of fun, like when you use make pictures out of food Then give each student some different types of 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 uncooked beans and pasta and tell them to make a picture with them If they want, they can glue the beans and pasta down so that they can keep their picture After a minute or so, have the students describe their food art to the class 3) After reading the passage, ask the students the Let’s Focus question Write down on the board the three interesting ways to use bread Then ask the students to use the passage to tell you more details about how to them If they have trouble 3) Play the recording to introduce the unit’s key words Use the pictures to illustrate thinking of details on their own, some of the following questions may be asked: 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 4) Have the students complete the sentences in the Practice section Tell them to read the sentences and circle the correct words If you feel that the students have a good understanding of the key words, have them answer the questions by • What most people use bread for? • How did people use bread in the past? • What kind of vegetable is stinky? • What happens when bread is put inside a cookie jar? 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 themselves or with a partner If the students not have a good understanding of the key words, work on the answers as a class Extra Activity: (optional) Put the students in groups of three or four and give them two minutes to think of Extra Activity: (optional) Write the key words on the board and have the students close their eyes Erase or misspell one of the words from the board, and then have the students open their eyes and say which one you erased If you like, you can have them spell the word or and write as many creative ways to use bread as possible When the time is up, have the students go around and read their lists to see which group had the most unique ideas If you like, you can give one or two pieces of bread to each group to help them demonstrate their ideas let them take turns erasing or changing words 98 Subject Link Starter • Teacher’s Guide 99 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 ANSWER KEY: STUDENT BOOK Big Idea: Why is bread good for you? (Sample answer) It is good for me because it is healthy It is also good because it is delicious (Page 84) (Page 105) Key Words: Extra Activity: (optional) Place a chair with a piece of paper saying “yes” on one end of the classroom, and a chair with a piece of paper saying “no” on the other end Divide the class into two teams and tell them each to choose a first runner Then ask a yes/no question related to the passage The students must run to the correct chair, sit in it, and answer the question correctly If they answer incorrectly, the other student may answer for a point This game can easily be adapted to true/false statements as well 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 Practice: jar stinky soak up drawing marks erasing (Page 106) Let’s Focus: What are three interesting ways to use bread? (Sample answer) Bread can erase pencil marks, stop stinky vegetable smells, and keep other food fresh words either individually or in pairs Check the answers as a class (Page 107) Connect to Yourself: Can you think of other creative ways to use bread? (Sample answer) I can use bread to feed the ducks at the pond (Page 108) Reading b True Comprehension: c False a food b (Page 109) Graphic Organizer: Erasing Mistakes – white / marks Stopping Bad Vegetable Smells – broccoli Keeping Other Food Fresh – jar Summary: useful / erase / stinky / fresh / chewy 100 Subject Link Starter • Teacher’s Guide 101 ANSWER KEY: Workbook (Page 33) A: mark erase stinky draw jar soak up B: Broccoli artist mistakes fresh (Page 34) C: Most people only use bread as food Bread also stops stinky vegetable smells Chocolate chip cookies are an example Put two pieces of bread into your jar D: However, there are other interesting ways to use bread Some artists still use it today when they draw The bread will soak up the bad broccoli smell Your cookies will stay soft and chewy for a long time! You can many different things with it 102 Supplementary Material Chapter Wrap-up: Concept Map Chapter REVIEW CLASS LESSON GUIDE presents the ideas from their lesson, write them on the board for more effect And for lower level classes, one option may be to draw the concept map on the board and fill it in as a class Regardless of how you choose to have the students complete the concept map, encourage them to try and use as many key words as possible when they write or speak Objectives Students will review the information from each lesson using the concept map 3) Once all the lessons have been reviewed by the students, have the students work in pairs and talk about what they learned from this chapter to connect each lesson’s ideas to the overall topic Students will apply what has been learned about the chapter topic by completing a project worksheet on it Students will practice the key words that they have learned in this chapter Chapter Project Worksheet 1) Before class, download the Chapter project worksheet from www.nebuildandgrow com (“For Teachers” → “Teaching Materials” → “Reading” tab → “Subject Link Starter Project Worksheet”) Make enough copies so that each student has their LESSON GUIDE Chapter Wrap-up 1) Have the students turn to the Chapter Wrap-up on page 113 Remind them of the chapter’s topic (“Sleep”) 2) The idea of the concept map is to solidify all the information that the students learned in whatever way the teacher prefers One recommended way is to have the students brainstorm either individually or in pairs and write down the ideas that they remember from each lesson After the students have finished doing this, check the answers as a class and have the students add any information they may be missing to their concept maps Another way is to divide the class into four groups and have the groups review one lesson each and present it to the class Your job is to simply facilitate the conversation in each group and answer any questions that come up As each group 104 own worksheet 2) The purpose of these project worksheets is to encourage the students to make or something related to the chapter topic For Chapter 1, the end result will be for the students to survey their classmates about what kind of sleeping habits they have To start, have the students look at the cut-outs and talk about the different sleeping habits as a class Then ask the students to cut out the sleeping habits they have and glue or tape them in the box Next, ask the students to write about the good and bad sleeping habits they have Then have them walk around the class and survey three friends about their sleeping habits Tell them to put check marks in the chart next to the good and bad sleeping habits their friends have 3) After the students have finished surveying their friends, have them take turns sharing their results with the rest of the class This helps the students practice their spoken English Subject Link Starter • Teacher’s Guide 105 Other Ideas and Activities 1) Any time left over in this review class may be used at the teacher’s discretion One recommendation is to complete any lesson comprehension questions, vocabulary CHAPTER WRAP-UP ANSWER KEY Concept Map (Sample Answers) review, or workbook homework that the students have not finished already 2) If the students have finished all their work, look through the “Extra Activity” suggestions in each of the chapter’s lessons and pick out one or two for the class to These are useful since they are fairly easy but still help the students practice their key words, reading, and passage comprehension Project Worksheet – will vary by student 106 Subject Link Starter • Teacher’s Guide 107 Chapter REVIEW CLASS LESSON GUIDE presents the ideas from their lesson, write them on the board for more effect And for lower level classes, one option may be to draw the concept map on the board and fill it in as a class Regardless of how you choose to have the students complete the concept map, encourage them to try and use as many key words as possible when they write or speak Objectives Students will review the information from each lesson using the concept map 3) Once all the lessons have been reviewed by the students, have the students work in pairs and talk about what they learned from this chapter to connect each lesson’s ideas to the overall topic Students will apply what has been learned about the chapter topic by completing a project worksheet on it Students will practice the key words that they have learned in this chapter Chapter Project Worksheet 1) Before class, download the Chapter project worksheet from www.nebuildandgrow com (“For Teachers” → “Teaching Materials” → “Reading” tab → “Subject Link Starter Project Worksheet”) Make enough copies so that each student has their LESSON GUIDE Chapter Wrap-up 1) Have the students turn to the Chapter Wrap-up on page 115 Remind them of the own worksheet 2) The purpose of these project worksheets is to encourage the students to make or something related to the chapter topic For Chapter 2, the students will write about helpers in their community chapter’s topic (“Communities”) To start, have the students read the different problems and write which community 2) The idea of the concept map is to solidify all the information that the students learned in whatever way the teacher prefers One recommended way is to have the students brainstorm either individually or in pairs and write down the ideas that they helper can solve them Then ask the students to work in groups and write about as many helpers in their community as they can on their chart Tell them the group that thinks of the most community helpers wins remember from each lesson After the students have finished doing this, check the answers as a class and have the students add any information they may be missing to their concept maps 3) After the groups have finished their charts, have each group take turns telling the class the different community helpers they thought of This helps the students practice their spoken English and encourages them to share their ideas more freely Another way is to divide the class into four groups and have the groups review one lesson each and present it to the class Your job is to simply facilitate the conversation in each group and answer any questions that come up As each group 108 Subject Link Starter • Teacher’s Guide 109 Other Ideas and Activities 1) Any time left over in this review class may be used at the teacher’s discretion One recommendation is to complete any lesson comprehension questions, vocabulary CHAPTER WRAP-UP ANSWER KEY Concept Map (Sample Answers) review, or workbook homework that the students have not finished already 2) If the students have finished all their work, look through the “Extra Activity” suggestions in each of the chapter’s lessons and pick out one or two for the class to These are useful since they are fairly easy but still help the students practice their key words, reading, and passage comprehension Project Worksheet – will vary by student 110 Subject Link Starter • Teacher’s Guide 111 Chapter REVIEW CLASS LESSON GUIDE presents the ideas from their lesson, write them on the board for more effect And for lower level classes, one option may be to draw the concept map on the board and fill it in as a class Regardless of how you choose to have the students complete the concept map, encourage them to try and use as many key words as possible when they write or speak Objectives Students will review the information from each lesson using the concept map 3) Once all the lessons have been reviewed by the students, have the students work in pairs and talk about what they learned from this chapter to connect each lesson’s ideas to the overall topic Students will apply what has been learned about the chapter topic by completing a project worksheet on it Students will practice the key words that they have learned in this chapter Chapter Project Worksheet 1) Before class, download the Chapter project worksheet from www.nebuildandgrow com (“For Teachers” → “Teaching Materials” → “Reading” tab → “Subject Link Starter Project Worksheet”) Make enough copies so that each student has their LESSON GUIDE Chapter Wrap-up 1) Have the students turn to the Chapter Wrap-up on page 117 Remind them of the own worksheet 2) The purpose of these project worksheets is to encourage the students to creatively make or something related to the chapter topic For Chapter 3, the students will draw and write about a bird they think is interesting chapter’s topic (“Birds”) To start, read about the different birds as a class Then ask the students to choose 2) The idea of the concept map is to solidify all the information that the students learned in whatever way the teacher prefers One recommended way is to have the students brainstorm either individually or in pairs and write down the ideas that they remember from each lesson After the students have finished doing this, check the answers as a class and have the students add any information they may be missing the bird they think is the most interesting Have the students read the sample report, and then tell them to write their own report about the bird they think is interesting and draw it Encourage them to use the sample report as a guide when writing their report For lower levels, you may also want to write your own report on the board to show the students as an example to their concept maps 3) After the students have finished their reports, have them present their work to Another way is to divide the class into four groups and have the groups review one lesson each and present it to the class Your job is to simply facilitate the the rest of the class This helps the students practice their spoken English and encourages them to share their creative ideas more freely conversation in each group and answer any questions that come up As each group 112 Subject Link Starter • Teacher’s Guide 113 Other Ideas and Activities 1) Any time left over in this review class may be used at the teacher’s discretion One recommendation is to complete any lesson comprehension questions, vocabulary CHAPTER WRAP-UP ANSWER KEY Concept Map (Sample Answers) review, or workbook homework that the students have not finished already 2) If the students have finished all their work, look through the “Extra Activity” suggestions in each of the chapter’s lessons and pick out one or two for the class to These are useful since they are fairly easy but still help the students practice their key words, reading, and passage comprehension Project Worksheet – will vary by student 114 Subject Link Starter • Teacher’s Guide 115 Chapter REVIEW CLASS LESSON GUIDE presents the ideas from their lesson, write them on the board for more effect And for lower level classes, one option may be to draw the concept map on the board and fill it in as a class Regardless of how you choose to have the students complete the concept map, encourage them to try and use as many key words as possible when they write or speak Objectives Students will review the information from each lesson using the concept map 3) Once all the lessons have been reviewed by the students, have the students work in pairs and talk about what they learned from this chapter to connect each lesson’s ideas to the overall topic Students will apply what has been learned about the chapter topic by completing a project worksheet on it Students will practice the key words that they have learned in this chapter Chapter Project Worksheet 1) Before class, download the Chapter project worksheet from www.nebuildandgrow com (“For Teachers” → “Teaching Materials” → “Reading” tab → “Subject Link Starter Project Worksheet”) Make enough copies so that each student has their LESSON GUIDE Chapter Wrap-up 1) Have the students turn to the Chapter Wrap-up on page 119 Remind them of the own worksheet 2) The purpose of these project worksheets is to encourage the students to make or something related to the chapter topic For Chapter 4, the end result will be for each student to create their own sandwich and write about it chapter’s topic (“Bread”) To start, have the children decide what shape they want their sandwich to be, what 2) The idea of the concept map is to solidify all the information that the students learned in whatever way the teacher prefers One recommended way is to have the students brainstorm either individually or in pairs and write down the ideas that they remember from each lesson After the students have finished doing this, check the answers as a class and have the students add any information they may be missing they want to make their sandwich with, and what kind of sauce they want to put on their sandwich Next ask them to read the sample report and then to draw and write about their own sandwich Encourage them to use the sample report as a guide when writing about their sandwich For lower levels, you may also want to draw and write about your own sandwich on the board to show the students as an example to their concept maps 3) After the students have finished drawing and writing about their sandwich, have Another way is to divide the class into four groups and have the groups review one lesson each and present it to the class Your job is to simply facilitate the them take turns presenting them to the class This helps the students practice their spoken English and encourages them to share their creative ideas more freely conversation in each group and answer any questions that come up As each group 116 Subject Link Starter • Teacher’s Guide 117 Other Ideas and Activities 1) Any time left over in this review class may be used at the teacher’s discretion One recommendation is to complete any lesson comprehension questions, vocabulary CHAPTER WRAP-UP ANSWER KEY Concept Map (Sample Answers) review, or workbook homework that the students have not finished already 2) If the students have finished all their work, look through the “Extra Activity” suggestions in each of the chapter’s lessons and pick out one or two for the class to These are useful since they are fairly easy but still help the students practice their key words, reading, and passage comprehension Project Worksheet – will vary by student 118 Subject Link Starter • Teacher’s Guide 119 MEMO ... going to be about literature and read the 22 Subject Link Starter • Teacher’s Guide 23 lesson’s title to them Then talk about the lesson’s picture as a class 2) Have the students turn to Lesson Ask... nap / lunch / school (Page 25 ) Summary: siesta / work / home / relax / kids 20 Subject Link Starter • Teacher’s Guide 21 ANSWER KEY: Workbook (Page 7) A: nap wake up break relax temperature tradition... their answers with the class them find the corresponding word on the card 24 Subject Link Starter • Teacher’s Guide 25 After Reading 1) Have the students turn to the Reading Comprehension section