Reading sense 3 teachers guide

Reading Sense 3
Teacher's Guide

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Unit 1|
The First Aid Class
Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will
1. Students will read about first aid.
2. Students will understand the key words.
3. Students will practice reading comprehension.

Power Vocabulary:
cotton swab, dream, fake, first aid, grade, learn, medicine,
proud, sick, treat

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.

Reading Sense 3, 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 words from the story?
1. become
2. clean water
3. cut

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

Treating cuts
1st- Wash the cut with clean water
2nd-Push medicine on the cut
3rd-Put a band-aid on

Quick Check Up
1. Charlie wants to be a doctor.
2. Charlie likes taking a first aid class.
3. Charlie uses a fake leg for first aid practice.

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
Reading Sense 3, Unit 1

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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 and read the 3rd sentence.
Visualizing:
Refer the students back to the notes that you took together earlier in the class.
Review the steps to taking care of a cut. Have the students put the steps in order.
Then, have the students read each step out loud.
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 Charlie, and one to play Mom. 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 3, Unit 1

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Extra Idea:
Divide the class up into small groups. Give each group a bag with sentence strips
in it. The sentence strips will all have a sentence from the story on them. They
will be all mixed up. The teacher will say, “GO!” The students will then work
together in their groups to try to put the story back together. The first group to
put the sentences in the right order will win!

ANSWER KEY: STUDENT BOOK

Before Reading
1. What happened in this picture?
- One person is hurt. Two people are helping him.
- Two people are giving first aid to a hurt man.
2. What is in a first aid kit?
- There are band aids, bandages, and medicine.
- I don’t know. I have never seen one.

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

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

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

Visualizing
2 Charlie washes the cut.
1 Charlie listens to the teacher.
4 Charlie puts a band-aid on the cut.
3 Charlie puts a medicine on the cut.

Summarizing
first-aid, treat, fake, medicine, cotton swab

Listening & Speaking
class, cuts, arm, clean, band-aid

ANSWER KEY: WORKBOOK

Vocabulary Review

A_

1. dream –

2. sick –

3. grade –

4. first aid –

5. learn –

6. treat –

7. fake –

8. medicine –

9. cotton swab –

10. proud –

Reading Sense 3, Unit 1

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B_
1. medicine
2. proud
3. treats
4. first aid

C_
1. a
2. c

Writing
D_
1. He wants to help sick people.
2. Today he takes a first aid class.
3. Charlie can’t wait for the next class.

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

Reading Sense 3, Unit 1

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Unit 2|
The School Marathon
Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will
1. Students will read about a school marathon.

2. Students will understand the key words.
3. Students will practice reading comprehension.
Power Vocabulary:
charity, cheer, heard, homeless, lap, life, marathon,
moment, raise, really

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.

Reading Sense 3, 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 any words from the story?
1. charity
2. homeless children
3. lap

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

The School Marathon

For charity
participate

raise money

Homeless children

students

Quick Check Up
1. We raise money for the same charity every year.
2. The first lap was very hard.
3. I raised over $200 this year.

Reading Sense 3, Unit 2

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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 words, “this year.”
Visualizing:
Refer the students back to the notes that you took together earlier in the class.
Review the facts about the school marathon. Then, have the students read (using
full sentences) each fact out loud.
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 Teacher, one student to play Dennis, and one to play Jack. 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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Extra Idea:
Give the students a few moments to read over the story again. Then, ask them to
close their books. Put the story on a PPT, and create many slides that take away
words and phrases from the story. As you show the slides to the students, have
the students read the sentences that are missing words. Make sure that, instead of
just saying the missing words, the students read the full sentences with the

answers in them.

ANSWER KEY: STUDENT BOOK

Before Reading
1. What are the people doing in the picture?
- They are running.
- They are having a race.
2. How do they look?
- They look little bit tired.
- They look serious. They all want to win.

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

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

Reading Sense 3, Unit 2

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

Visualizing

Summarizing
marathon, raised, homeless, field, hard

Listening & Speaking
charity, run, easy, lap, raised

ANSWER KEY: WORKBOOK

Vocabulary Review

A_
1. marathon –

2. charity –

3. raise –

4. homeless –

5. lap –

6. hard –

Reading Sense 3, Unit 2

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7. really –

8. cheer –

9. moment –

10. life –

B_
1. lap
2. cheer
3. moment
4. charity

C_
1. a
2. a

Writing
D_
1. All students can run in the marathon.
2. Students run to raise money.
3. The third lap was a little hard.

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

Reading Sense 3, Unit 2

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Unit 3|
The Kite Flyers
Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will
1. Students will read about flying kites.
2. Students will understand the key words.
3. Students will practice reading comprehension.
Power Vocabulary:
always, fly, high, hold, join, kite, string, throw, together,
work

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.

Reading Sense 3, Unit 3

1


During Reading

First, have the students listen to the reading and follow along in their books.
Extra Idea:
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. hot summers
2. festival
3. highest

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

Peter

Andrew

Holds kite

string

throws the kite

runs very fast

Quick Check Up
1. Andrew will fly a model plane after school.
2. Peter holds the kite and throws it high.
3. The two boys joined a kite-flying festival last year.

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 3, Unit 3

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 words, “runs very fast.”
Visualizing:
Refer the students back to the notes that you took together earlier in the class.
Review the story. Have the students complete each fact about Peter and Andrew.
Then, ask the students to tell you about Peter and Andrew. Have the students read
(using full sentences) each fact about each character. Example: Peter holds the
kite.
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 Peter, and one to play Andrew. 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 think of an activity that would take two people to do. Have
students work with their partner to come up with an activity. How would they

Reading Sense 3, Unit 3

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work together? What would each partner do? Choose a few pairs and have them
share with the rest of the class.

ANSWER KEY: STUDENT BOOK

Before Reading
1. Do you like flying a kite?
- Yes, I like it. I often fly a kite with my friends on weekends.
- No, I don’t know how to fly a kite.
2. What shape of kite do you like?
- I like a triangle shape.
- I don’t care about the shape but I like colorful ones.

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

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

Comprehension Practice
1. a
2. b
3. c
Reading Sense 3, Unit 3

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4. b
5. b

Visualizing

Two Kite Flyers
Peter

Andrew

- hold the kite

- holds the string

- throws the kite

- starts to run very fast

high

Summarizing
together, holds, string, highest, flyers

Listening & Speaking
kite, after, hold, fast, highest

ANSWER KEY: WORKBOOK

Vocabulary Review

A_
1. kite –

2. work –

3. together –

4. fly –

5. high –

6. hold –

7. string –

8. throw –

9. join –

10. always –

Reading Sense 3, Unit 3

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B_
1. kite
2. throws
3. string
4. hold

C_
1. b
2. a

Writing
D_

1. Peter and Andrew like flying a kite.
2. They fly kites after school.
3. They really work well together.

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

Reading Sense 3, Unit 3

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Unit 4|
Ants
Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will
1. Students will read about ants.
2. Students will understand the key words.
3. Students will practice reading comprehension.
Power Vocabulary:
ant, colony, divide, female, gather, lay, male, mate, social,
type

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.

Reading Sense 3, Unit 4

1


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. work together
2. queen ants
3. mate

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

Queens lay eggs

Males mate with
Queen

Worker ants build and
clean nest

Worker ants do most
of the work

Worker ants build and
clean nest

They look after the

queens, eggs, and
young ants

They protect the
colony

Reading Sense 3, Unit 4

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Quick Check Up
1. Ants live together.
2. Ants do not divide their work.
3. Male ants gather food and protect the nest.

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 words, “all their lives.”
Visualizing:
Refer the students back to the notes that you took together earlier in the class.
Review the roles of each type of ant. Have the students fill in the missing words.
Then, have the students read (using full sentences) the characteristics of each ant.
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.

Reading Sense 3, Unit 4

3


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 Simon, and one to play Tiffani. 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 imagine their home. What are the roles of all of their family
members? Have the students draw all the members of their family, and write the
roles of each person beneath each picture. Choose a few students to share their
ideas with the class.

ANSWER KEY: STUDENT BOOK

Before Reading
1. What are these in the picture?
- They are ants.
- They are some kinds of insect.
2. Do they live alone or together?
- They live together in groups.
- When I see ants, there are always more than two ants together.

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

Reading Sense 3, Unit 4

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

Comprehension Practice
1. b

2. b
3. a
4. c
5. c

Visualizing

Summarizing
social, divide, lay, mate, colony

Listening & Speaking
nest, wings, queen, female, work

ANSWER KEY: WORKBOOK

Vocabulary Review
Reading Sense 3, Unit 4

5


A_
1. kite –

2. work –

3. together –

4. fly –

5. high –

6. hold –

7. string –

8. throw –

9. join –

10. always –

B_
1. kite
2. throws
3. string
4. hold

C_
1. b
2. a

Writing
D_
1. Peter and Andrew like flying a kite.
2. They fly kites after school.
3. They really work well together.

Translate each sentence into your language.
E_

1.
2.
3.
4.
5.

Reading Sense 3, Unit 4

6