Reading sense 1 teachers guide

Reading Sense 2
Teacher's Guide

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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.

Power Vocabulary:
angel, curly, help, nobody, pocket, shoelace, tease, tie,
trouble, wing

LESSON GUIDE
Before Reading



Have your students look at the picture. What do you see in the picture?
What does it make you think of?



Ask your students to describe the picture to their partner.



Answer the before reading questions as a class.



Introduce the unit’s key words and phrases.



Let your students match the definition or picture to its key word by writing
the correct letter in each box.

During Reading

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

Extra Idea:
Reading Sense 2, Unit 1

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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.
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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.
- An angel is holding her hands together and praying.
2. Who helps you when you are in trouble?

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- God helps us when we are in trouble.
- My family helps me when I’m in trouble.

Key Vocabulary
1. c
2. e
3. a
4. b
5. f
6. d

Quick Check-Up
1. T
2. T
3. F

Comprehension Practice
1. b
2. a
3. c

4. b
5. b
Visualizing
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
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Listening & Speaking
teasing, bad, tied, hands, helping

ANSWER KEY: WORKBOOK

Vocabulary Review
A_
1. angel –

2. nobody –

3. pocket –

4. curly –

5. wing –

6. trouble –

7. tease –

8. help –

9. tie –

10. shoelace –

B_
1. shoelaces
2. angel
3. pocket
4. tie

C_
1. b
2. a

Writing
D_
1. She lives in Tania’s pocket.
2. But nobody knows about her.
3. Tania stopped crying.

Reading Sense 2, Unit 1

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Translate each sentence into your language.
E_
1.
2.
3.
4.
5.

Reading Sense 2, Unit 1

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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.

Power Vocabulary:
call, emergency, job, lady, police station, rat, rush, scared,
strange, wait

LESSON GUIDE

Before Reading

• Have your students look at the picture. Who can you see?
• Ask your students to describe the picture to their partner.
• Answer the before reading questions as a class.
• Introduce the unit’s key words and phrases.
• Let your students match the definition or picture to its key word by
writing the correct letter in each box.

Extra Idea:
Prepare a skit about a police officer helping citizens of a town. Choose a few
students to act out the skit. Try to have the rest of the class guess what the
skit is about!

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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.

Reading Sense 2, Unit 2

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After Reading
Comprehension Practice

Main Idea:
Have the students read each possible answer. Let them rule on the incorrect

answers, selecting only the correct response.
Detail:
Tell the students to scan for specific words or sentences. This will provide the
students with the necessary details that will help them choose an answer.
For example:
Have the students return to the story to scan for the 3rd to last sentence.
Visualizing:
Refer the students back to the notes that you took together earlier in the class.
Review what happened when Aunt Monica got the phone call. Have the students
put the sentences in order. Then, have the students read the sentences in order.
Summarizing:
Have the students read each word in the word bank. Give the students a few
moments to fill in the blanks with the missing words. Choose a few students to
take turns reading the completed summary.
Listening & Speaking:
Let the students listen to the dialogue once. Have them try to fill in as many of
the blanks as they can. Then, play the dialogue once more. Choose one student to
play Monica, and one to play Arthur. To check the answers, have those students
read their full sentences in turn.
Let the students choose a partner. Have them practice the dialogue with their
partner.

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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.

Key Vocabulary
1. d
2. a
3. c
4. f
5. b
6. e

Quick Check-Up
1. T
2. T
3. F

Comprehension Practice
1. b
2. c
3. b
4. c
5. b

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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

Vocabulary Review
A_
1. job –

2. police station –

3. emergency –

4. lady –

5. call –

6. strange –

7. scared –

8. rush –

9. wait –

10. rat –

B_
1. strange
2. call
3. wait
4. scared

C_
1. c
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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.
E_

1.
2.
3.
4.
5.

Reading Sense 2, Unit 2

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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.

Power Vocabulary:
alien, briefcase, carry, change, daytime, machine, normal,
roof, suit, whisper

LESSON GUIDE
Before Reading



Have your students look at the picture.



Ask your students to describe the picture to their partner.



Answer the before reading questions as a class.



Introduce the unit’s key words and phrases.



Let your students match the definition or picture to its key word by writing
the correct letter in each box.

During Reading

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

Reading Sense 2, Unit 3

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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.)

Daytime

Nighttime

Glasses

goggles

Suit

Carries a machine

Necktie

Quick Check Up
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.

Reading Sense 2, Unit 3

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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
alien. After giving the students time to discuss, begin a debate! Find out what
your students really think about the man next door.

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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.

Key Vocabulary
1. b
2. f
3. c
4. d
5. e
6. a

Quick Check-Up
1. T
2. T
3. F

Comprehension Practice
1. b
2. b
3. a
4. b
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5. c
Visualizing

The man
In the daytime

At night

glasses

big goggles

Next door

wears

a suit
a white robe
and necktie

carries

a briefcase

a machine
with an
antenna

Summarizing
normal, suit, robe, machine, whispers

Listening & Speaking
alien, next, night, roof, watch

ANSWER KEY: WORKBOOK

Vocabulary Review

A_
1. alien –

2. daytime –

3. normal –

4. suit –

5. carry –

6. briefcase –

7. change –

8. machine –

9. roof –

10. whisper –

B_
1. suit

Reading Sense 2, Unit 3

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2. machine

3. changes
4. carries

C_
1. a
2. b

Writing
D_
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.
E_
1.
2.
3.
4.
5.

Reading Sense 2, Unit 3

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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.
Power Vocabulary:
build, country, earthquake, flood, homeless, humanity,
international, lose, start, volunteer

LESSON GUIDE
Before Reading



Have your students look at the picture.



Ask your students to describe the picture to their partner.



Answer the before reading questions as a class.



Introduce the unit’s key words and phrases.



Let your students match the definition or picture to its key word by writing

the correct letter in each box.

During Reading

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

Extra Idea:
Reading Sense 2, Unit 4

1


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.)

Habitat for Humanity
-Started in America
-International
-Hundreds of volunteers
-Went to more than 100 countries
-250,000 houses

Quick Check Up
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.

Reading Sense 2, Unit 4

2


After Reading
Comprehension Practice

Main Idea:
Have the students read each possible answer. Let them rule on the incorrect
answers, selecting only the correct response.
Detail:
Tell the students to scan for specific words or sentences. This will provide the
students with the necessary details that will help them choose an answer.
For example:
Have the students return to the story to scan for the 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.

Reading Sense 2, Unit 4

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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.

Key Vocabulary
1. e
2. f
3. b
4. a
5. c
6. d

Quick Check-Up
1. T
2. F
3. T

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Comprehension Practice
1. c
2. b

3. a
4. c
5. a

Visualizing

Habitat for Humanity
When was it
started?

Who helps out?

Where do they
build houses?

Hundreds of

In over

volunteers

100 countries

How many houses were
built?
More than

In1976

250,000

houses

Summarizing
homeless, builds, Volunteers, countries, houses

Listening & Speaking
summer, homes, exciting, hundreds, join

Reading Sense 2, Unit 4

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ANSWER KEY: WORKBOOK

Vocabulary Review
A_
1. humanity –

2. lose –

3. flood –

4. earthquake –

5. build –

6. homeless –

7. start –

8. international –

9. volunteer –

10. country –

B_
1. volunteers
2. earthquake
3. international
4. flood

C_
1. a
2. b

Writing
D_
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.

Reading Sense 2, Unit 4

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