Reading sketch 3 teachers guide

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Reading Sketch Teacher's Guide Build your dreams, Grow as a global leader www.ibuildandgrow.com Unit 1| My Baby Brother Reading Sketch:Teacher’s’sGuide Unit Objectives: Students will To learn baby vocabulary To be able to use and understand the expression, “There were only two cats.” To practice reading comprehension and word recognition Power Vocabulary: baby, grandmother, kitten, puppy, rabbit LESSON GUIDE Before Reading Have your students look at the picture Ask them to describe the picture Extra Idea: Prepare a PPT of baby animals Introduce some names of animal babies to the class Example: duckling, spawn, etc Have the students read the ‘Get Ready’ text together Get the students engaged by asking, “What did the cat do?” “What’s my name?” -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 want a puppy?” and “How old is your grandmother?” Reading Sketch 3, Unit 1 During Reading Have the students listen ask the 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) How many cats were there? What did the cats have? Who was the baby? After Reading Try it! How many baby animals you see in the picture? Have the students count the baby animals and name them Mini Check Up Two cats have kittens Two rabbits have puppies 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: Questions 1&3: Have the students read each possible answer together Review each answer to determine whether or not it fits Question 2: Have the students scan for the words, “two dogs.” Reading Sketch 3, Unit 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, “How many rabbits were there?” 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 rearrange the letters to form the name of each Have them write the name of each animal under the picture Choose some students and have them write the answer on the board Your Turn Ask the students what the names of the babies are Have them draw a line from the moms to the babies Extra Idea: Have the students get out a blank sheet of paper Ask them to draw a 3X3 bingo sheet on it Give them these words to play: Dog, puppy, cat, kitten, chicken, chick, rabbit, bunny, and one free space Have the students write the words anywhere on their bingo sheet Then, say one of the animals The students will then cross off the opposite of what you say Example: Teacher says, “Dog.” The students will then cross off puppy This helps the students remember the baby names for each animal Reading Sketch 3, Unit ANSWER KEY: STUDENT BOOK p Mini Check Up T F p Reading Comprehension a b a p 10 Word Power puppy rabbit kitten Your Turn Reading Sketch 3, Unit ANSWER KEY: WORKBOOK p Word Activity ◎ ◎ aby abbit itten randmother p Writing Practice There were only two dogs There was only m e and my parents Dictation grandmother / kittens / There / puppies / rabbits / cute / baby / brother Reading Sketch 3, Unit Unit 2| That’s Mine! Reading Sketch:Teacher’s’sGuide Unit Objectives: Students will To learn school item vocabulary To be able to use and understand the expression, “Whose ruler is this?” To practice reading comprehension and word recognition Power Vocabulary: diary, eraser, marker, notebook, ruler LESSON GUIDE Before Reading Have your students look at the picture Ask them to describe the picture Extra Idea: Introduce a few more school things Example: book bag, pencil, etc Prepare matching word cards with pictures on them Have students work with a partner Give each pair a bag of the matching cards Ask them to place the cards face down on their desk Have the students take turns choosing two cards, and reading the item name The partner with the most cards at the end of the game will win Have the students read the ‘Get Ready’ text together Get the students engaged by asking, “What is this?” “Who’s diary 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 “Do you keep a diary?” and “What color is your notebook?” Reading Sketch 3, Unit 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) Whose ruler is it? Whose markers are they? Whose eraser is it? After Reading Try it! What you have in your school bag? Have each student slowly take out everything in their bags and name each item Mini Check Up The ruler may be Laura’s The eraser may be Josh’s 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: Questions 1&3: Have the students read each possible answer together Review each answer to determine whether or not it fits Question 2: Have the students scan for the name, “Josh.” Reading Sketch 3, Unit 2 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, “Whose marker is this??” 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 fill in the missing letters from each word Choose a few students to spell the words out loud Your Turn Have your students draw the things in their school backpacks, including the names of each item Draw a big backpack on the board Have a few students come to the front and draw one of their items on the board (with the name.) Extra Idea: Play a guessing game that will review the school items that were learned throughout the unit Prepare a backpack with school items in it Ask for a volunteer Blindfold the volunteer Have the volunteer take an item out of the backpack Let the volunteer touch the item and guess what it is Let a few different students have a chance to guess Students should speak in full sentences: It’s a _ Reading Sketch 3, Unit ANSWER KEY: STUDENT BOOK p 12 Mini Check Up T F p 13 Reading Comprehension c b b p 14 Word Power eraser ruler marker Reading Sketch 3, Unit Unit 18| It’s Christmas Eve! Reading Sketch:Teacher’s’sGuide Unit Objectives: Students will To learn Christmas vocabulary To be able to use and understand the expression, “Mom is decorating a Christmas tree!” To practice reading comprehension and word recognition Power Vocabulary: candy cane, chimney, cookie, Rudolph, Santa Claus 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 are you decorating?” “Who are you waiting for?” -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 like candy canes?” and “What color is Rudolph’s nose?” Reading Sketch 3, Unit 18 During Reading Have the students listen as they follow along in their books Let the students 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 is Mom putting on the Christmas Tree? What is Dad doing? Who is coming? After Reading Try it! How many candy canes can you see in the picture? Have the students look closely at the picture and count the candy canes Extra Item: Ask the students to think about what they on Christmas Eve Have them draw a comic strip of what they Ask them to write a sentence under each picture Have the students share their comics with a partner Mini Check Up The boy’s mom is decorating a Christmas tree The boy is putting bread on the table 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: Questions 1&3: Reading Sketch 3, Unit 18 Have the students read each possible answer together Review each answer to determine whether or not it fits Question 2: Have the students scan for the words, “baking.” 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, “What is Rudolph doing?” 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 Let the students read each word, look at each picture, and then look at each word that it relates to Have the students connect all three Your Turn Ask the students to decorate their own three Have them identify the decorations, and then draw them on the tree Extra Idea: Prepare materials to make paper Christmas trees Distribute the materials to different stations around the classroom Have the students create a paper Christmas tree that they can take home with them, Reading Sketch 3, Unit 18 ANSWER KEY: STUDENT BOOK p 76 Mini Check Up T F p 77 Reading Comprehension b a c p 78 Word Power Reading Sketch 3, Unit 18 ANSWER KEY: WORK BOOK p 36 Word Activity ◎ ◎ ane ookie himney anta / laus p 37 Writing Practice I am putting cookies on the table Santa Claus and Rudolph are coming Dictation Christmas / candy / canes / baking / cookies / Rudolph / chimney / bed Reading Sketch 3, Unit 18 Unit 19| My House Reading Sketch:Teacher’s’sGuide Unit Objectives: Students will To learn rooms in a house vocabulary To be able to use and understand the expression, “I’m in the bathroom!” To practice reading comprehension and word recognition Power Vocabulary: attic, bathroom, bedroom, kitchen, living room 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, “How many bedrooms are there?” “What else is there?” Extra Item: Prepare a PPT Put a slide of a different room on each slide Make sure to show the name of the room after you’ve give the students a chance to guess what room it is Give hints like: Do you see the TV, or bathtub? -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 “Where is the attic?” and “What you in a bedroom?” Reading Sketch 3, Unit 19 During Reading Have the students listen as they follow along in their books Let the students 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 is Benny doing in the bathroom? What is Bob doing in the living room? Who is in the attic? After Reading Try it! What rooms are there in your house? Have the students discuss the rooms in their house with a partner Mini Check Up Benny cooks dinner in the kitchen Bib is in the living room 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: Questions 1&3: Have the students read each possible answer together Review each answer to determine whether or not it fits Question 2: Have the students scan for the word, “mom.” Reading Sketch 3, 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, “Where is Benny?” 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 Let the students read each word, look at each picture, and then fill in the missing letters in each word Choose a few students to write the words on the board Your Turn Ask the students to look at each room in the house carefully Tell them to look for the things that belong in each room Have them take out some colored pencils, and color ONLY the things that belong in each room Reading Sketch 3, Unit 19 ANSWER KEY: STUDENT BOOK p 80 Mini Check Up F T p 81 Reading Comprehension b b c p 82 Word Power a / c k / t e / r Reading Sketch 3, Unit 19 ANSWER KEY: WORK BOOK p 38 Word Activity ◎ ◎ iving itchen athroom edroom p 39 Writing Practice She is in the kitchen I’m here in the attic Dictation bathroom / living room / Where / in / kitchen / bedroom / attic Reading Sketch 3, Unit 19 Unit 20| Family Camping Reading Sketch:Teacher’s’sGuide Unit Objectives: Students will To learn camping vocabulary To be able to use and understand the expression, “We’re going to have a barbeque dinner.” To practice reading comprehension and word recognition Power Vocabulary: barbeque, campfire, canoe, marshmallow, tent LESSON GUIDE Before Reading Have your students look at the picture Ask them to describe the picture Extra Item: Ask the students, “Have you ever been camping?” Ask the students what they’ve done and what the needed in order to go camping Introduce some new camping words for example: hiking, fishing, woods, and build Choose one student to come to the front of the classroom Have him or her turn their back to the board Write one of the newly learned words on the board Have the remaining students help the volunteer student guess what the word is without saying the word Find out how many the volunteer student can guess within one minute, with the help of their classmates! Have the students read the ‘Get Ready’ text together Get the students engaged by asking, “What are we going to have?” “It will be…?” Reading Sketch 3, Unit 20 -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 can you barbeque?” and “Do you like sleeping in tents?” During Reading Have the students listen as they follow along in their books Let the students 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 was exciting? What are we going to tell? Where are we going to sleep? After Reading Reading Theatre Divide the class up in four groups Assign some students to each character part Have the students practice reading their parts Choose four students to come to the front to read and act out the story Mini Check Up The canoeing was boring Kate loves campfire stories 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 3, Unit 20 Reading Comprehension Have the students complete questions 1-3 based on the reading Give the students some tips: Questions 1&3: Have the students read each possible answer together Review each answer to determine whether or not it fits Question 2: Have the students scan for the word, “sleep.” 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, “What are we going to do?” 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 Ask the students to unscramble the letters under each picture Have them write the word in the boxes that identify the picture Your Turn Have the students draw what they would need for a camping trip in the blank camping ground Reading Sketch 3, Unit 20 ANSWER KEY: STUDENT BOOK p 84 Mini Check Up F T p 85 Reading Comprehension b a c p 86 Word Power canoe tent campfire Reading Sketch 3, Unit 20 ANSWER KEY: WORK BOOK p 40 Word Activity ◎ ◎ ent arbeque ampfire arshmallow p 41 Writing Practice We’re going to have campfire stories I’m going to be with you Dictation canoeing / eat / barbeque / marshmallows / campfire / stories / going / tent Reading Sketch 3, Unit 20 ... names for each animal Reading Sketch 3, Unit ANSWER KEY: STUDENT BOOK p Mini Check Up T F p Reading Comprehension a b a p 10 Word Power puppy rabbit kitten Your Turn Reading Sketch 3, Unit ANSWER... kittens / There / puppies / rabbits / cute / baby / brother Reading Sketch 3, Unit Unit 2| That’s Mine! Reading Sketch: Teacher’s’sGuide Unit Objectives: Students will To learn school item vocabulary... sentences: It’s a _ Reading Sketch 3, Unit ANSWER KEY: STUDENT BOOK p 12 Mini Check Up T F p 13 Reading Comprehension c b b p 14 Word Power eraser ruler marker Reading Sketch 3, Unit ANSWER
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