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**Reading** **Sketch** **Teacher's** **Guide** Build your dreams, Grow as a global leader www.ibuildandgrow.com Unit 1| My Family **Reading** Sketch:Teacher’s’sGuide Unit Objectives: Students will To learn key family member vocabulary To be able to use and understand the expression, “This is my grandfather.” To practice **reading** comprehension and word recognition Power Vocabulary: brother, father, grandfather, mother, sister LESSON **GUIDE** Before **Reading** Have your students look at the picture Ask them to describe the picture Who you see? Where are they? (A family at the beach) Have the students read the ‘Get Ready’ text together Get the students engaged by asking, “Who does the writer like?” and “Who is part of the family?” Next, have the students list to each word and point to the word that they hear Then have them repeat each word Have the students take turn **reading** each word To help the students understand the meaning of the key words ask, “What is your grandfather’s name?” Do you have a brother?” If needed, draw an example family tree to help students to visualize the relationship between members of families **Reading** **Sketch** 1, Unit **1** During **Reading** Have the students listen as they follow along in their books Let the students take turns **reading** the story out loud Extra Item: Have the students read the story aloud Have them take turns (One student will read one line, and then the next student will read one line, etc.) Then, choose one student to come to the front of the classroom Give them a piece of chalk or a marker Have them draw a picture like the one in the sand Then have them read the story according to THEIR real family Give a few different students opportunities to participate Have the students try to think back to the story Ask the students to close their books (keeping their place with a pencil) Which family members did you hear about in the story? What is grandfather like? Brother? What is the difference between older and younger? How did the girl describe her sister? After **Reading** Try it! Question: How many people are in the girls drawing? Have the students look at the drawing in the sand Have them identify each face Where is the girl? Mini Check Up The girl has an older brother The girl has four family members **Reading** **Sketch** 1, Unit Read each question true or false question Give the students a moment to think Then, Read the question again Have the students either show an O or X with their arms **Reading** Comprehension Have the students complete questions 1-3 based on the **reading** Give the students some tips: Question 1: Have the students read each possible answer together Review each answer to determine whether it is or is not the main idea of the story Questions & 3: Suggest that the students go back to the story and scan for key words like: kind, or younger sister Pattern Talk Have the students read the example sentences in the bubbles Call on a student and have them choose one of the words in the idea box to complete the sentence Then, give the students a few moments to work with a partner Have the pairs practice taking turns asking each other questions and answering Word Power Have the students match the pictures to the words Check the answers Ask the students to describe the picture Which picture has a father? Students: A man in a red shirt Your Turn Have your students draw their family members in the frame Have them write their family members’ names on the line Extra Idea: Engage your students by having them role-play Divide students into groups of five Each of them will be a family member from the story Give them time to practice Acting out actions (Mom will cook or hold a baby) One student will be the main character, which will read the story ANSWER KEY: STUDENT BOOK **Reading** **Sketch** 1, Unit p Mini Check Up T F p **Reading** Comprehension a b a p 10 Word Power brother father sister ANSWER KEY: WORKBOOK **Reading** **Sketch** 1, Unit p Word Activity ◎ ◎ mother grandfather sister brother p Writing Practice This is my mother This is my younger sister Dictation grandfather / my / This / sister / family **Reading** **Sketch** 1, Unit Unit 2| The Song Festival **Reading** Sketch:Teacher’s’sGuide Unit Objectives: Students will To learn farm animal vocabulary To be able to use and understand the expression, “The pig sings, “oink.” To practice **reading** comprehension and word recognition Power Vocabulary: cow, duck, pig, rooster, sheep LESSON **GUIDE** Before **Reading** Have your students look at the picture Ask them to describe the picture Have the students read the ‘Get Ready’ text together Get the students engaged by asking, “What does the pig sing?” and “Who sings with the pig?” Next, have the students listen to each word and point to the word that they hear Then have them repeat each word Have the students take turn **reading** each word To help review the animals say, “What’s this?” Extra Item: Put a picture of each animal on the board Call two students to the front of the classroom Give each student a pointer Then, say one of the animal names (Teacher says, “It’s a cow.”) The students will then have to find the cow picture, **Reading** **Sketch** 1, Unit and point it out more quickly than their opponent The student who finds the animal the fastest will get a point During **Reading** Have the students listen as they follow along in their books Have them take turns **reading** the story out loud Extra Item: Assign one animal name to various students Have all the students who were assigned pig, read the line about the pig Have the students who were assigned to be ducks, read the line about ducks, and so on Then, for the last line have all the students read together Have the students try to think back to the story Ask the students to close their books (keeping their place with a pencil) What farm animals did you hear about in the story? What sound does the cow make? The sheep? Who signs happy songs together? After **Reading** Try it! Question: How many farm animals can you find in the picture? Have the students look at the picture of the farm Count together, saying the names of the animals out loud Mini Check Up The pig sings, “quack.” The farm animals sing noisy songs **Reading** **Sketch** 1, Unit 2 Read each question O or X question Give the students a moment to think Then, Read the question again Have the students either show an O or X with their arms **Reading** Comprehension Have the students complete questions 1-3 based on the **reading** Give the students some tips: Question 1: Have the students read each possible answer together Review each answer to determine whether it is or is not the main idea of the story Questions & 3: Suggest that the students go back to the story and scan for key words like: cocka-doodle-do, or have Pattern Talk Have the students read the example sentences in the bubbles Call on a student to practice the conversation with you Have them choose one of the words in the idea box to complete the sentence Then, give the students a few moments to work with a partner Have the pairs practice taking turns asking each other questions and answering Word Power: Have the students look at each picture and check the correct word Check the answers What is the animal in picture number one? Students: It’s a cow! Your Turn Have your students draw a picture of each of the animals that they learned about in the story Ask them to write what each animal sang above each animal Review by showing the animal pictures (from the pointer game) and saying, “The cow sings _.” The students will then say, “The cow sings “moo.” **Reading** **Sketch** 1, Unit ANSWER KEY: STUDENT BOOK p 12 Mini Check Up F F p 13 **Reading** Comprehension c c c p 14 Word Power cow duck sheep **Reading** **Sketch** 1, Unit Unit 18| The Four Seasons **Reading** Sketch:Teacher’s’sGuide Unit Objectives: Students will To learn seasons vocabulary To be able to use and understand the expression, “In spring, the flowers bloom.” To practice **reading** comprehension and word recognition Power Vocabulary: bloom, fall, spring, summer, winter LESSON **GUIDE** Before **Reading** Have your students look at the picture Ask them to describe the picture Have the students read the ‘Get Ready’ text together Get the students engaged by asking, “What turns red?” “What season is it?” -Have the students listen to each word and point to the word that they hear -Then have them repeat each word -Have the students take turn **reading** each word -To help the students understand the meaning of the key words, ask “What season is hot?” “In what season does snow fall?” **Reading** **Sketch** 1, Unit 18 During **Reading** Have the students listen as they follow along in their books Let them take turns **reading** the story out loud Have the students try to think back to the story Ask the students to close their books (keeping their place with a pencil) What happens in spring? When the trees become greener? When children make snowballs? After **Reading** Try it! What is your favorite season? Why is it your favorite season? Discuss favorite seasons with the class Extra Item: Have the students choose one of the seasons in the story, and draw a picture of it Example: If a student chose fall, they would draw many trees with leaves that are red and yellow Mini Check Up The flowers bloom in spring The children make snowballs in winter Read each question true or false question Give the students a moment to think Then, Read the question again Have the students either show an O or X with their arms **Reading** Comprehension Have the students complete questions 1-3 based on the **reading** Give the students some tips: Have the students read each possible answer together Review each answer to determine whether or not it fits **Reading** **Sketch** 1, Unit 18 Pattern Talk Have the students read the example sentences in the bubbles Call on a student and have them choose one of the words in the idea box to complete the sentence Ask the student, “What happens in winter?” Then have the student respond Give the students a few moments to work with a partner Have the pairs practice taking turns asking each other questions and answering Word Power Have the students look at each picture, and write the missing letter in each box Call on a few students to write the completed word on the board, or to spell it out loud Your Turn Give the students some time to complete this exercise Students will draw pictures of things that remind them of each season Extra Idea: To help review the seasons, play a “Guess the Season” game Choose two students Have them stand facing the class Give each of them a bell Slowly describe a season The first student to name the correct season will earn a point **Reading** **Sketch** 1, Unit 18 ANSWER KEY: STUDENT BOOK p 76 Mini Check Up T T p 77 **Reading** Comprehension c c b p 78 Word Power u w f **Reading** **Sketch** 1, Unit 18 ANSWER KEY: WORKBOOK p 36 Word Activity ◎ ◎ winter bloom summer fall p 37 Writing Practice In winter, the white snow falls The children make snowballs Dictation spring / bloom / summer / fall / turn **Reading** **Sketch** 1, Unit 18 Unit 19| It’s the Energy! **Reading** Sketch:Teacher’s’sGuide Unit Objectives: Students will To learn energy vocabulary To be able to use and understand the expression, “What makes a car run?” To practice **reading** comprehension and word recognition Power Vocabulary: fly, glider, oil, run, sun LESSON **GUIDE** Before **Reading** Have your students look at the picture Ask them to describe the picture Have the students read the ‘Get Ready’ text together Get the students engaged by asking, “Energy makes what turn on?” -Have the students listen to each word and point to the word that they hear -Then have them repeat each word -Have the students take turn **reading** each word -To help the students understand the meaning of the key words, ask “Can you name something that flies?” “Where can you find the sun?” **Reading** **Sketch** 1, Unit 19 During **Reading** Have the students listen as they follow along in their books Have the students try to think back to the story Ask the students to close their books (keeping their place with a pencil) What makes a glider fly? What makes things move? Energy comes from…? After **Reading** Try it! What kind of energy you use at home? Have the students list some things that need energy; list them on the board Extra Item: Prepare several household items Put them in a big box Divide the class into two groups Have each group choose 10 pictures Then, give each group time to look at the pictures Ask them to determine which items they believe need energy The group that chooses the most correct pictures will win Mini Check Up Energy makes a car run Energy makes a train move Read each question true or false question Give the students a moment to think Then, Read the question again Have the students either show an O or X with their arms **Reading** Comprehension Have the students complete questions 1-3 based on the **reading** Give the students some tips: Have the students read each possible answer together Review each answer to determine whether or not it fits **Reading** **Sketch** 1, Unit 19 Pattern Talk Have the students read the example sentences in the bubbles Call on a student and have them choose one of the words in the idea box to complete the sentence Ask the student, “What makes a glider fly?” Then have the student respond Give the students a few moments to work with a partner Have the pairs practice taking turns asking each other questions and answering Word Power Have the students look at each picture, and check the correct box Let the students check their partner’s answers Your Turn Give the students a few moments to complete the exercise They need to think of things that get energy from oil, the sun, and wind Draw the diagram in the book on the board Choose a few students to draw what they drew in their books Extra Idea: Give the students a review quiz Ask the students to take out a blank piece of paper, and number it from 1-5 Read some true and false statements Example: Trains need energy to move Energy makes things big **Reading** **Sketch** 1, Unit 19 ANSWER KEY: STUDENT BOOK p 80 Mini Check Up T T p 81 **Reading** Comprehension b a b p 82 Word Power run oil train **Reading** **Sketch** 1, Unit 19 ANSWER KEY: WORKBOOK p 38 Word Activity ◎ ◎ sun run glider oil p 39 Writing Practice Energy makes things move Where we get energy from? Dictation run / makes / glider / Energy / gas / sun **Reading** **Sketch** 1, Unit 19 Unit 20| Summer Is Coming! **Reading** Sketch:Teacher’s’sGuide Unit Objectives: Students will To learn summertime vocabulary To be able to use and understand the expression, “Let’s swim in the pool.” To practice **reading** comprehension and word recognition Power Vocabulary: fish, lake, pool, swim, and swing LESSON **GUIDE** Before **Reading** Have your students look at the picture Ask them to describe the picture Have the students read the ‘Get Ready’ text together Get the students engaged by asking, “What season is it?” “Let’s swim in the?” -Have the students listen to each word and point to the word that they hear -Then have them repeat each word -Have the students take turn **reading** each word -To help the students understand the meaning of the key words, ask “Do you have a pool?” “Can you swim?” **Reading** **Sketch** 1, Unit 20 During **Reading** Have the students listen as they follow along in their books Call on students to read out loud Have the students try to think back to the story Ask the students to close their books (keeping their place with a pencil) What shall we this summer? What should we first? Is it going to be a boring summer? After **Reading** Reader’s Theatre Number off the students from 1-3 Assign number one students to be Dad, number two students to be Emma, and number three students to be Ben Begin practicing the role-play Have all students read when it is their turn Finally, when students have had some practice, choose three students to act out their parts in front of the class Extra Item: Ask students to come up with some other summer items Summer is around the corner, so they will have some ideas fresh in their minds Have the students share their summer plans with the class Make a list of the items, and determine what most of the students will be doing during the summer! Mini Check Up Ben wants to swim in the pool Dad wants to fish in the lake Read each question true or false question Give the students a moment to think Then, Read the question again Have the students either show an O or X with their arms **Reading** **Sketch** 1, Unit 20 **Reading** Comprehension Have the students complete questions 1-3 based on the **reading** Give the students some tips: Have the students read each possible answer together Review each answer to determine whether or not it fits Pattern Talk Have the students read the example sentences in the bubbles Call on a student and have them choose one of the words in the idea box to complete the sentence Ask the student, “What shall we this summer?” Then have the student respond Give the students a few moments to work with a partner Have the pairs practice taking turns asking each other questions and answering Word Power Have the students look at each picture, and draw a line to the matching word Let the students check their partner’s answers Your Turn Ask the students to imagine what they want to this summer Have them draw a picture of what they will They can also write a sentence or two about what they will on the lines Extra Idea: Prepare a telepathy PPT game Put four pictures of summer activities on each slide Show the activities to the students After giving the students a moment to guess which activity you have chosen, take one of the activities away (using power point animation) The students who guessed correctly will have to say, “Let’s _.” Those students will then get a point **Reading** **Sketch** 1, Unit 20 ANSWER KEY: STUDENT BOOK p 84 Mini Check Up F T p 85 **Reading** Comprehension b a a p 86 Word Power swim fish swing **Reading** **Sketch** 1, Unit 20 ANSWER KEY: WORKBOOK p 40 Word Activity ◎ ◎ fish swing lake swim p 41 Writing Practice Let’s fish in the lake! Let’s swing in a tree! Dictation summer / swim / lake / Let’s / Swinging **Reading** **Sketch** 1, Unit 20 ... ANSWER KEY: STUDENT BOOK Reading Sketch 1, Unit p Mini Check Up T F p Reading Comprehension a b a p 10 Word Power brother father sister ANSWER KEY: WORKBOOK Reading Sketch 1, Unit p Word Activity... sister Dictation grandfather / my / This / sister / family Reading Sketch 1, Unit Unit 2| The Song Festival Reading Sketch: Teacher’s’sGuide Unit Objectives: Students will To learn farm animal... say, “The cow sings “moo.” Reading Sketch 1, Unit ANSWER KEY: STUDENT BOOK p 12 Mini Check Up F F p 13 Reading Comprehension c c c p 14 Word Power cow duck sheep Reading Sketch 1, Unit ANSWER KEY:

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