Reading sense 2 teachers guide

Reading Sense 1
Teacher's Guide

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Unit 1 |
The First Day at a New School
Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will
1. Students will read about Patty’s experience.
2. Students will understand the key words.
3. Students will practice reading comprehension.
Power Vocabulary:
class, first, friend, get on, greet, kind, know, lucky, talk, worried

LESSON GUIDE
Before Reading



Have your students look at the picture. Who can you see in 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.

Extra Idea:
Divide the class up into small groups. Have them discuss their schools and
provide some details about their schools. Have each group come up with a skit to
express a school situation. Example: Being late for class, Forgetting to do
homework, etc.
Let the remaining groups guess what topic the presenting group is acting out.

Reading Sense 1, Unit 1

1


During Reading
First, have the students listen to the reading and follow along in their books.
Extra Idea:
Divide the class into six areas. Assign each area a number. Roll a dice. Have the
area of the class that was assigned then umber that matches the number rolled
read out loud. They should read the same number of sentences as was rolled!

After each group finished, roll the dice again, and continue the process.
Ask the students about the passage to see how much they can remember.
Can you remember any names from the story?
1. Patty
2. Lisa
3. Miss Pine

To display the students’ ideas on the board, organize your notes in different
ways. (colors, shapes, pictures, etc.)
 Makes a new friend
 Meets Lisa, talks about Miss Pine
 Gets on the bus
Quick Check Up
1. Patty goes to school by bus.
2. Lisa is Patty’s old friend.
3. Lisa knows Miss Pine.
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.
Reading Sense 1, Unit 1

2

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 correct answers. Give them
hints like, “Look at the very beginning of the story.”
Visualizing:
Refer the students back to the notes that you took together earlier in the class. Go
over the events that took place in the story, and then put them in the correct 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.
Extra Idea:
Prepare a PPT. Before showing the PPT, give the students a chance to memorize
the summary of the story. Just for a moment, show the summary on the screen.
Slowly take away a few words. Have the students try to guess which words were
taken away!
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 Lisa and one to play Patty. To check the answers, have those students read
their full sentences in turn. (Lisa, Patty, Lisa…etc)
Let the students choose a partner. Have them practice the dialogue with their
partner.

ANSWER KEY: STUDENT BOOK
Before Reading
1. Do you like going to school? Why?

- Yes, I like going to school. I can meet my friends there.
- No, I hate going to school. My teacher gives out so much homework everyday.
2. What is your school teacher’s name?
- My homeroom teacher’s name is Ms. Lee.
Reading Sense 1, Unit 1

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- My art teacher’s name is Mr. Brown, but we just call him Ben.

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

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

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

Visualizing
1 Patty gets on the school bus.
3 Lisa knows Miss Pine and talks about the school.
4 Now Patty has a new friend, Lisa.
2 A girl greets Patty on the bus.

Summarizing
worried, school, greets, class, knows
Reading Sense 1, Unit 1

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Listening & Speaking
new, name, class, kind, lucky

ANSWER KEY: WORKBOOK
Vocabulary Review
A_
1. worried –

2. get on –

3. greet -

4. class –

5. talk –

6. lucky –

7. know –

8. kind –

9. friend –

10. first –

B_
1. worried
2. talks
3. class
4. get on

C_
1. a
2. b

Writing
D_
1. Patty is worried about her new school.
2. She gets on the yellow school bus.
3. A girl greets Patty on the bus.

Reading Sense 1, Unit 1

5

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

Reading Sense 1, Unit 1

6


Unit 2 |
Lunch Break
Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will
1. Students will read about lunchtime.
2. Students will understand the key words.
3. Students will practice reading comprehension.
Power Vocabulary:
band-aid, break, close, count, fall over, fun, hurt, knee,
open, pain

LESSON GUIDE
Before Reading



Have your students look at the picture. Who can you see in the picture?
What are they doing?



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:
In order to help students become more familiar with the key words, play a
charades game. First, give the students some time to look over the key words.
Choose one student to stand with their back to the board (Student A). Write a key
word on the board. Have the remaining students explain or give hints to the
Student A. Explain to the students that they cannot say the word, or say words
from the definition in the book. Give the remaining students 1 minute to help
Student A guess all of the key words.

Reading Sense 1, Unit 2

1


During Reading
First, have the students listen to the reading and follow along in their books.
Extra Idea:
Have the students practice popcorn reading. Choose one student to begin. The
first student will read as much as they want, and then say, “popcorn.” That
student will then say another student’s name. The next student will read as much
as they want, and then say another student’s name. Continue this process until the
entire story has been read.
Ask the students about the passage to see how much they can remember.
Can you remember the characters from the story?
1. Mindy
2. friends
3. nurse

To display the students’ ideas on the board, organize your notes in different
ways. (colors, shapes, pictures, etc.)

Mindy plays with friends

She runs very fast

She falls over

She
verygives

fast her a band-aid
Theruns
nurse

She runs very fast

Quick Check Up
1. Mindy plays on the playground with friends.
2. Mindy’s friend falls over and hurts his knee.
3. Mindy doesn’t like to play tag.

Reading Sense 1, Unit 2

2


Have the students read each statement. Let them decide which statement is true
and which is false. Allow the students to read the story again quickly in order to
double check their answers. Give the students a few moments and then review
the correct answers.

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

Have the students return to the story to scan for the correct answers. Give them
hints like, “Look at the 4th sentence.”
Visualizing:
Refer the students back to the notes that you took together earlier in the class. Go
over the events that took place in the story, and then have the students answer
when, where, what, and why.
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 the School nurse and one to play Mindy. 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 1, Unit 2

3


Extra Idea:
Ask the students to use their imaginations. Have them come up with their own
dialogue. Ask them to imagine being on the playground or in the lunchroom.
Have them find a partner, write a dialogue, and practice the dialogue. Choose a
few pairs to read their dialogues.

ANSWER KEY: STUDENT BOOK

Before Reading
1. What are the students doing in the picture?
- They are sitting together at the table and eating lunch.
- They are eating sandwiches for lunch
2. What do you do at lunch break?
- I eat lunch with my friends first and then go out for soccer.
- I finish lunch quickly and play with my friends in the playground.

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

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

Comprehension Practice
1. b
Reading Sense 1, Unit 2

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2. b

3. c
4. c
5. b

Visualizing

Happening to Mindy
When?

At lunch break.

Where?

On the playground.

What?

She hurts her knee.

Why?

She runs fast and falls over.

Summarizing
break, tag, counts, falls, hurts

Listening & Speaking
knee, pain, band-aid, tag, fun

ANSWER KEY: WORKBOOK

Vocabulary Review
A_
1. break –

2. close –

3. count –

4. open –

5. fall over –

6. hurt –

7. knee –

8. band-aid –

9. pain –

10. fun –

B_
1. hurt
Reading Sense 1, Unit 2

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2. knee
3. break
4. band-aid

C_
1. b
2. c

Writing
D_
1. She runs very fast.
2. But she falls over and hurts her knee.
3. Playing tag is very fun!

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

Reading Sense 1, Unit 2

6


Unit 3 |
May I Use the Bathroom, Please?
Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will
1. Students will read about Dave’s bathroom emergency.
2. Students will understand the key words.
3. Students will practice reading comprehension.
Power Vocabulary:
attention, please, quickly, raise, recess, ring, start,
suddenly, thirsty, water

LESSON GUIDE
Before Reading



Have your students look at the picture. Who can you see in the picture?
What are they doing?



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:
In order to help students become more familiar with the key words, play a
charades game. First, give the students some time to look over the key words.
Choose one student to stand with their back to the board (Student A). Write a key
word on the board. Have the remaining students explain or give hints to the
Student A. Explain to the students that they cannot say the word, or say words
from the definition in the book. Give the remaining students 1 minute to help
Student A guess all of the key words.

Reading Sense 1, Unit 3

1


During Reading
First, have the students listen to the reading and follow along in their books.
Extra Idea:
Have the students practice popcorn reading. Choose one student to begin. The
first student will read as much as they want, and then say, “popcorn.” That
student will then say another student’s name. The next student will read as much
as they want, and then say another student’s name. Continue this process until the
entire story has been read.
Ask the students about the passage to see how much they can remember.
Can you remember the characters from the story?
1. Mindy
2. friends

3. nurse

To display the students’ ideas on the board, organize your notes in different
ways. (colors, shapes, pictures, etc.)

Mindy plays with friends

She runs very fast

She falls over

She
verygives
fast her a band-aid
Theruns
nurse

She runs very fast

Quick Check Up
1. Mindy plays on the playground with friends.
2. Mindy’s friend falls over and hurts his knee.
3. Mindy doesn’t like to play tag.

Reading Sense 1, Unit 3

2


Have the students read each statement. Let them decide which statement is true

and which is false. Allow the students to read the story again quickly in order to
double check their answers. Give the students a few moments and then review
the correct answers.

After Reading
Comprehension Practice
Main Idea:
Have the students read each possible answer. Let them rule on the incorrect
answers, selecting only the correct response.
Detail:
Tell the students to scan for specific words or sentences. This will provide the
students with the necessary details that will help them choose an answer.
For example:
Have the students return to the story to scan for the correct answers. Give them
hints like, “Look at the 4th sentence.”
Visualizing:
Refer the students back to the notes that you took together earlier in the class. Go
over the events that took place in the story, and then have the students answer
when, where, what, and why.
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 the School nurse and one to play Mindy. 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 1, Unit 3

3


Extra Idea:
Ask the students to use their imaginations. Have them come up with their own
dialogue. Ask them to imagine being on the playground or in the lunchroom.
Have them find a partner, write a dialogue, and practice the dialogue. Choose a
few pairs to read their dialogues.

ANSWER KEY: STUDENT BOOK

Before Reading
1. What are the students doing in the picture?
- The students are raising their hands in class.
- They are answering the teacher’s questions.
2. What do you do when you want to go to the bathroom in class?
- I just hold it until the end of the class. I feel too embarrassed to tell the teacher.
- I raise my hand and ask my teacher.

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

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

Comprehension Practice
1. c
Reading Sense 1, Unit 3

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2. b
3. a
4. a
5. b
Visualizing
2 The bell rings for class.
4 Dave runs quickly to the bathroom.
1 David drinks a lot of water.
3 Dave raises his hand in class.

Summarizing
recess, thirsty, bathroom, raises, quickly

Listening & Speaking
start, water, recess, use, turning

ANSWER KEY: WORKBOOK

Vocabulary Review
A_
1. thirsty –

2. water –

3. recess –

4. ring –

5. start –

6. suddenly –

7. attention –

8. raise –

9. please –

10. quickly –

B_
1. attention
2. ring
3. recess
4. raise
Reading Sense 1, Unit 3

5

C_
1. b
2. c

Writing
D_
1. Dave drinks a lot of water at recess.
2. He raises his had in class.
3. Ms. Jones looks at Dave’s face.

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

Reading Sense 1, Unit 3

6


Unit 4|
The School Bazaar
Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1. Students will become familiar with school bazaars.
2. Students will understand the key words.
3. Students will practice reading comprehension.
Power Vocabulary:
cheap, clothes, collect, crowded, hold, home-made,
market, price-tag, sell, stall

LESSON GUIDE
Before Reading

•

Have your students look at the picture. Who can you see in the picture?
What are they doing?

•

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:
Let the students participate in a mini school bazaar! Prepare some pictures and
paper items. Also prepare a quiz reviewing the past few units in the book. Ask
the students a few questions. If the students answer a question correctly, give
them one bazaar dollar. Designate a secret item. This item will be worth 100
points. The student with the most of this item at the end of the bazaar will win!
After giving the students a chance to earn some money, let the bazaar begin!
Have the students trade and buy items. After a few minutes, close the bazaar.
Reading Sense 1, Unit 4

1


Announce the secret item, have the students count up the number of that item that
they have, and find out who the winner is!

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 the characters from the story?
1. children
2. parents

3. people
To display the students’ ideas on the board, organize your notes in different
ways. (colors, shapes, pictures, etc.)

Bazaar
Children collect old items

Everything is cheap

Parents sell home-made food
Each class has a stall

Quick Check Up
1. There is a bazaar at school every year.
2. Parents put price tags on everything.
3. There are many people at the bazaar.
Reading Sense 1, Unit 4

2


Have the students read each statement. Let them decide which statement is true
and which is false. Allow the students to read the story again quickly in order to
double check their answers. Give the students a few moments and then review
the correct answers.

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

answers, selecting only the correct response.
Detail:
Tell the students to scan for specific words or sentences. This will provide the
students with the necessary details that will help them choose an answer.
For example:
Have the students return to the story to scan for the correct answers. Give them
hints like, “Look at the 6th sentence.”
Visualizing:
Refer the students back to the notes that you took together earlier in the class. Go
over details that distinguish between the people and the things at the bazaar.
Have the students check their partner’s answers.
Summarizing
Have the students read each word in the word bank. Give the students a few
moments to fill in the blanks with the missing words. Choose a few students to
take turns reading the completed summary.
Listening & Speaking
Let the students listen to the dialogue once. Have them try to fill in as many of
the blanks as they can. Then, play the dialogue once more. Choose one student to
play Mom and one to play Ben. 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 1, Unit 4

3


Extra Idea:
Ask the students to take a blank sheet of paper out from their notebooks. Have

them draw a 3X3 bingo sheet on their paper. Ask them to write nine of the
following words in the boxes:
cheap, clothes, collect, crowded, hold, home-made, market, price-tag, sell, stall
Read a sentence using one of the words. Have the students cross the words off as
you say each sentence. The first student to get BINGO will win!

ANSWER KEY: STUDENT BOOK

Before Reading
1. Did you ever buy something at a school bazaar? What was it?
- Yes, I once bought an old book at a school bazaar. It was old but interesting.
- I bought a soccer ball at a school bazaar. It was very cheap!
2. Why does a school have a bazaar?
- A school holds a bazaar to raise money for the school or for the poor.
- I don’t know why school holds a bazaar every year.

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

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

Reading Sense 1, Unit 4

4


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

Visualizing

Summarizing
collect, bazaar, stall, price, cheap

Listening & Speaking
old, sell, class, everything, food

ANSWER KEY: WORKBOOK

Vocabulary Review
A_
1. hold –

2. collect –

3. clothes –

4. stall –

5. price tag –

6. home-made –

Reading Sense 1, Unit 4

5


7. sell –

8. cheap –

9. market –

10. crowded –

B_
1. stall
2. crowded
3. collect
4. holds
C_
1. a
2. b

Writing
D_
1. Each class can have a stall.

2. They also sell home-made food.
3. It’s a fun day for everyone.

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

Reading Sense 1, Unit 4

6