1
Read y f o r r
S c ch o ol o
Topics and Themes
• • • •
Strategies and Skills
greetings and introductions classroom objects colors numbers
• • • •
use prior knowledge classify understand concepts of print predict
Pronunciation
Grammar
• plural s: /s/ as in book s and /z/ as in pencils pencils • intonation for what questions questions • stress and rhythm • Sound and Spelling Handbook (optional)
Overview
Reading and Writing
• Reading: Guess Again • Content Reader 1: My Backpack (optional) • Writ Writing: ing: spelling, words, phrases
• • • • • •
simple present: be questions with what pronouns: I, it, this possessive adjectives: my, your singular and plural nouns Grammar and Writing (optional)
Content Connections
• Art: poster • Language Arts: fiction • Math: number activities activities • Music: song, chant • Science: colors • V Values: alues: work hard
Key Vocabulary Classroom Objects backpack book chair crayon desk eraser marker paper pen pencil pencil case table
T1A
Ready for School
Other Nouns school student teacher Verbs Verbs be look work Colors blue green red
Numbers one two three four five six Expressions I’m ready. work hard
seven eight nine ten
Plan Ahead Teaching Resources Class Audio CD Student Book, Unit 1 • Sound and Spelling Handbook • Grammar and Writing • CD-ROM Workbook, Unit 1 • Sound and Spelling Practice • Grammar and Writi Writing ng Practice • Audio CD Picture Cards • Images • Images and words Posters • Unit 1 Teaching Poste Posterr • Units 1–3 Grammar Poster Interactive Whiteboard Content Reader 1 • Student Reader, Unit 1 • Teacher’s Manual, Unit 1: pages 4–6
Classroom Display Bulletin Board Title the the bulletin board display What’s This? Hang pictures of classroom objects labeled with the sentence It’s a (pen). Cover the sentence and part of each picture with a piece of paper that can be lifted up. Students guess what the picture is, then lift the paper to check their guesses. For a different display display,, post the numbers 1–10. Have students draw or cut out pictures of items from magazines to show each number. Post each picture under the number it shows. Title the display How Many?
Family Connection Color Inventory Have students ask a family member to help them take inventory of their school supplies. Students count how many red items, how many blue items, and how many green items they have at home, and report back to the class.
Teacher’ T eacher’ss Resource Book DVD and Guide Assessment Package • Placement test: pages 26–27 • Practice test: page 28 • Unit test: page 37 • Oral assessment: page 46 • Performance assessment: pages v–vi • Backpack Second Edition View® Assessment Suite Exam View
i t 1
U n Ready for School
T1B
Audioscripts Student Book Page 2. Activity 1. Listen and sing. Unit 1 Song. The text of the audio for the song is found on Student Book page 2. Page 3. Activity 2. Look. Listen and say. Write. The text of the audio for this this dialogue is found on Student Book Book page 3. Page 4. Activity 4. Listen and point. Listen and say. 1. Backpack. It’s a backpack. 6. Marker. It’s a marker. 2. Book. It’s a book. 7. Paper. It’s a piece of paper. 3. Chair. It’s a chair. 8. Pen. It’s a pen. 4. Crayon. It’s a crayon. 9. Pencil. It’s a pencil. 5. Desk. It’s a desk. 10. Table. It’s a table. Page 5. Activity 5. Look at the picture. Point. Ask and answer. The text of the audio for this this dialogue is found on Student Book Book page 5. Page 6. Activity 6. Listen and circle. 1. A: What’s this? B: It’s a pencil. 2. A: What’s this? B: It’s a marker. 3. A: What’s this? B: It’s a table. 4. A: What’s this? B: It’s a book. 5. A: What’s this? B: It’s a backpack. 6. A: What’s this? B: It’s a crayon. Page 7. Activity 7. Look and listen. Say. The text of the audio for this this dialogue is found on Student Book Book page 7. Page 7. Activity 8. Listen and match. Draw and color. The text of the audio for this this activity is found on Student Student Book page 7. Page 8. Activity 9. Listen. Draw lines. 1. A: What’s this? B: It’s a chair. 2. A: What’s this? B: It’s a pencil. 3. A: What’s this? B: It’s a book. 4. A: What’s this? B: It’s an eraser.
T 1C
Ready for School
Student Book (continued) Page 8. Activity 10. Listen and chant. Unit 1 Chant. The text of the audio for the chant is found on Student Book page 8. Pages 9–10. Little Book. The text of the audio for the Little Little Book is found on Student Book Book pages 9–10.
Workbook Page 1. Exercise 1. Listen and color. Cut and glue. Unit 1 Song. The text of the audio for the song is found on Workbook page 1. Page 3. Exercise 3. Count and write. Listen and check. 1. There are four backpacks. 4. There are seven crayons. 2. There are nine pencils. 5. There are eight erasers. 3. There are ten books. 6. There are three chairs. Page 4. Exercise 4. Color. Listen and point. po int. Write. 1. Look, it’s a book. It’s blue. 2. Look, it’s a chair. It’s red. 3. Look, it’s a table. It’s red. 4. Look, it’s a crayon. It’s blue. Page 5. Exercise 5. Listen and match. Draw a line. Color. Write. Unit 1 Chant. The text of the audio for the chant is found on Workbook page 5. Page 8. Exercise 9. Listen and circle. Color. 1. It’s an eraser. 4. It’s a chair. 2. It’s a pencil. 5. Seven markers. 3. It’s a book. 6. Two tables.
Teacher’s T eacher’s Edition Page T3. Pronunciation: Plural s : /s/ as in book s and and /z/ as in pencil s . The text of the audio for this activity activity is found on page T3. T3. Page T5. Pronunciation: Intonation for what questions. questions. The text of the audio for this activity activity is found on page T5. T5.
i t 1
U n Ready for School
T1D
1
Read y f o r r
S c ch o ol o
CK A3 R A
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1
Listen and sing.
Hello! Hello. I’m Ricky Red. Hello. Look! I have one pen and I’m ready for school. Hello. I’m Gracie Green. Look! I have two books and I’m ready for school. Hello. I’m Bobby Blue. Look! I have ha ve three three erasers eras ers and I’m ready for school. Hello! Do you hea Hello! h earr the b ell ring? ring? It’s time for school and we’re we’r e ready rea dy to go!
red
2
School supplies; colors
green
blue
Unit Warm Up Objectives
Vocabulary
Materials
• to sing a song • to use stress, rhythm, and intonation • to talk about classroom objects • to identify colors
nouns: book, eraser, pen, school verb: be (is) adjectives: blue, green, red; one, two, three pronoun: I
• CD player • Class Audio CD
Creating Interest Do one or more of the following to build students’ curiosity about the unit. Show me. Have students clear their desks. Then give everybody one item related to the unit, such as a pencil or a book. Hold up a pencil and say Show me a pencil . Gesture for students with pencils to hold them up. Repeat for the other items. Ask students what they think this unit will be about. Classify with color. Show the class through gestures and modeling that when you touch a
student on the shoulder shoulder,, the student should stand up. Touch all the students who have something red (for example, a red pencil or a red shirt). Lead the class to understand that these students all have something red. Say red as as you point to each item. Repeat this activity with green and blue. Poster. Display Poster. Display the Unit 1 Poster. Invite students to name everything they can, and to ask for the names of words they don’t know.
K A3 A C
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Listen and sing.
1. Before students open their books to page 2, review the color names with colored paper, classroom objects, and numbers mentioned in the song (red, green, blue, pen, book, eraser, one, two, three). 2. With books closed, closed, play the song once. Then direct students’ attention to the picture on page 2. Have students use picture clues to discuss what they think the song might be about. The text of the song is on Student Student Book page 2. 3. Read and point to the title of the song. Have students all wave and repeat the word Hello! Play the song a second time. Guide students to point to the images in the picture as they listen. For example, they point to Ricky Red as they listen to the first line. Play the song again if necessary. 4. When students students feel comfort comfortable, able, invite invite them to sing the song. Groups may sing different verses. You You may also also do gestures gestures for words words in the song. For example, as students say red, have them point to Ricky Red. As students say one pen, have them hold up one pen.
WB
Assign page 1 now. now. Answers are on page T125.
Enrichment I’m ready for school. Point out the repeating line I’m ready for school . Help students understand that being ready for something means you are prepared to start. Throughout the week, help students learn and practice this expression. Point out when students have all the supplies they need for an activity and then say (Kim) is ready for (lunch).
i t 1
U n Ready for School
T2
Presentation Objectives
Vocabulary
Materials
• • • •
noun: name noun: name adjectives: my, adjectives: my, your; one, two, three, four,, five, six, seven, eight, nine, ten four verb: be verb: be (is)
• CD player • Class Audio CD • Unit 1 Stickers
to make introductions to count from one to ten to identify the numbers 1–10 to use plural s: /s/ as in book s and /z/ as in pencils pencils
Get Ready Ball toss. Stand in a circle with students. Toss a small ball to a student and say Hi. My name is . What’s your name? Help the student
answer My name is . Then he or she tosses the ball back to you. Repeat with different students.
K A4 A C
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2
Look. Listen and say. Write.
1. Have students open to page 3. Read the directions. Students look at the pictures and listen to the dialogue, and then repeat the dialogue. 2. Ask students to point to to the teacher and the students in the picture at the top of the page. Play the audio or read the dialogue twice and
3 Count and say. Stick.
1. Ask ten students to sit sit in a row. row. Have the first student stand up. Say One and have the whole class repeat. Have the second student stand up. Point to each student as you count One, two and have the class repeat. Continue to the number ten. 2. Read the directions and make sure students understand that they will match the number on each sticker to the corresponding picture and number word. 3. Ask students to identify identify the numbers on the stickers and lay each one on top of the appropriate picture. Then have them stick the stickers. Answers: one (1); two (2); three (3); four (4); five (5); six (6); seven (7); eight (8); nine (9); ten (10)
4. As students work, walk around around the room to monitor their understanding. Make sure they can identify each number.
T3
Ready for School
have students repeat. repeat. The text of the audio for this dialogue is on Student Book page 3. 3. Have pairs of students role-play the teacher and students shown in the picture, substituting their own names for the ones in the dialogue. 4. Read the question What’s your name? Help students write their names on the line.
WB
Assign page 3 now. now. Audioscript is on page T1D. Answers are on page T125.
Enrichment Pronunciation: Plural s : /s/ as in book s and and /z/ as in pencil s . Write the words below on the board. Say the words with students. Point out or elicit the s at at the end of each word. Play the audio or say the text. Have students repeat. A5
/s/
/s/
/s/
books
books
ten books
backpacks
backpacks
four backpacks
desks
desks
two desks
/z/
/z/
/z/
pencils
pencils
nine pencils
markers
markers
six markers
chairs
chairs
two chairs
CK A4 R A
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2
Look. Listen and say. Write. Hi. My name is Miss Jones. What’s your name?
My name is Maria.
Hi. My name is Carlos.
What’s your name? My name is 3
.
Count and say. Stick.
one on e
t wo
three
fo ur
f i ve
six si x
seven
eight
nin e
ten i t 1
U n Greetings; numbers
3
Language in the Real World
CK A6 R A
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4
4
Listen and point. Listen and say.
1. backpack 2. book
3. chair
4. crayon
5. desk
6. marker
8. p en
9. pencil
10. table
7. paper
School supplies; verb be
Presentation/Practice Objectives
Vocabulary
Materials
• to identify classroom objects • to identify colors • to ask and answer What’s this? and What color is it? • to use the simple present • to practice intonation for what questions
nouns: backpack, book, chair, color, crayon, desk, marker, paper, pen, pencil, table verb: be (is) pronouns: it, this adjectives: blue, green, red
• CD player • Class Audio CD
Get Ready Touch and say. Display Picture Picture Cards or realia of the classroom vocabulary presented on the page. Use kinesthetic activities to review and present the vocabulary. Say Touch (or Point to) the chair as as you model the action. Have students touch their own chairs and repeat the word. Continue with other known items. items. Then introduce new vocabulary in the same same way. way. Repeat the commands with the vocabulary until until students respond easily easily.. Color circle. Place six pieces of paper (two red, two green, two blue) on the floor in a circle.
Choose six students to stand around the circle. Say Go and gesture for students to step from paper to paper around the circle. Say Stop and gesture for students to stop. Ask students to name the color they are standing on. Participate in the first few rounds of the activity to model stopping, looking at the color, and naming it. When everyone understands what to do, form more groups with more pieces of paper and have have all students participate at the same time.
K A6 A C
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Listen and point. Listen and say.
1. Point out the picture dictionary at the bottom of page 4. Play the audio a few times, and have students point to each item and repeat each one. The text of the audio for this activity is on page T1C.
2. Say the name of each item again. Have students repeat the name and then point to examples of it in the big picture. 3. T To o check comprehension, randomly randomly say the names of items and have students point to examples of them in the big picture.
K A7 A C
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Look at the picture. Point. Ask and answer.
1. Direct students’ attention to the first dialogue. Play the audio or read the text, and invite students to repeat. The text of the audio for this dialogue is on Student Book page 5.
2. Direct students’ attention to the second dialogue. Play the audio or read the text, and invite students to to repeat. The text of the audio for this dialogue is on Student Book page 5.
i t 1
U n Ready for School
T4
3. Choose two students to model both exchanges again for the class as they point to the picture of the backpack. 4. Divide the class into pairs and focus on the first exchange. Have students ask and answer about the picture following the model on page 5. Make sure students point to an item in the picture when they ask and answer What’s this? One partner can ask about all the images and the other can answer, and then switch roles. Or, students can switch roles after each picture. 5. Focus on the second exchange. Have partners ask and answer about the picture, following the model on page 5. Make sure they point to an item in the picture when they ask and answer What color is it? 6. Point out that the two exchanges together make a conversation. Have partners practice the conversation, following the model. Responses will vary, but should follow the same basic form: 1. What’s this? What color is it? 2. What’s this? What color is it? 3. What’s this? What color is it? 4. What’s this? What color is it? 5. What’s this? What color is it? 6. What’s this? What color is it? 7. What’s this? What color is it? 8. What’s this? What color is it? 9. What’s this? What color is it? 10. What’s this? What color is it?
It’s a backpa It’s backpack. ck. It’ss green. It’ It’ss a book. It’ It’ss red. It’ It’ss a chair. It’ It’ss red. It’ It’ss a crayon. It’ It’ss red. It’ It’ss a desk. It’ It’ss blue. It’ It’ss a marker. It’ It’ss green. It’ It’ss a piece of paper. It’ It’ss green. It’ It’ss a pen. It’ It’ss blue. It’ It’ss a pencil. It’ It’ss blue. It’ It’ss a table. It’ It’ss green. It’
Walk around the room and listen Walk listen to students as they work. Note errors to review later.
T5
Ready for School
Enrichment Pronunciation: Intonation for what questions. Writ Writee the words below on the board. Play the audio or read the audioscript below, below, focusing on the intonation of the questions. A8
What’ss this? What’
What’ss this? What’
It’s a backpack. What color is it?
What color is it?
It’s blue. What’ss this? What’
What’ss this? What’
It’s a chair. What color is it?
What color is it?
It’s green. What’ss this? What’
What’ss this? What’
It’s a crayon. What color is it?
What color is it?
It’s red.
Pronunciation: Contraction ’s . Point out the contraction it’s. On the board, write it is, pronounce the words, and have students repeat after you. Then cross out the i in in is and and replace it with an apostrophe: it’s . Model slowly blending the t and and s to to say it’s . Have students repeat and then practice this pronunciation in the context of some sentences: It’s a pen. It’s a book. It’s a chair. Color clues. Display one blue object, one green object, and one red crayon. Point to these things while you say the following following chant: I see something red. I see something red. Is it a pen? No. No. No. (shake your head no) Is it a book? No. No. No. (shake your head no) Is it a crayon? (nod your head yes ) Yes! Yes! Yes! (nod Repeat the chant with the other items. Encourage students to join in on the no, no, no, and yes, yes, yes yes lines. Repeat the activity a few times using different key vocabulary items, and gradually have students participate in more of the chant. Finally, Finally, have individual students choose and point to an item and lead the chant.
CK A7 R A
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Look at the picture. Point. Ask and answer.
What’s this?
It’s a backpack.
What color is it?
It’s green.
i t 1
U n Question formation; school supplies; contractions
5
What’s th this? is? It’s a chair. CK A9 R A
T
6
Listen and circle.
1.
2.
pencil
e ra s e r
3.
m a rk e r
b a ck p a ck
book
p aper
cra yon
4.
chair
t able
5.
6.
backpack
6
p en
de sk
Questions with be; contractions
Language Practice Objectives
Vocabulary
Materials
• to use the simple present • to ask and answer What’s this? and What color is it? • to identify classroom objects • to identify colors
nouns: backpack, book, chair, color, crayon, desk, eraser eraser,, marker, pen, pencil, table verb: be (is) pronouns: it, this adjectives: blue, green, red
• CD player • Class Audio CD
Get Ready Stop and go. Have students sit in a circle. circle. Give one student a classroom object. When you say Go, the students pass the object around the circle. When you say Stop, the student who is holding
the object asks What’s this? The other students all answer It’s a (marker). Repeat the activity with other items. The first time around, stop when you have the item so you can model the question and elicit the answer from the class.
K A9 A C
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6
Listen and circle.
1. Draw the students’ attention to the grammar box at the top of page 6. Read aloud the sentences and have students repeat. Explain that they will listen to similar exchanges in the next activity. 2. Read the directions with students. Make sure students understand that they will circle the word they hear. hear. Point out that item one one has been done as an example. 3. Play the audio or read the audioscript. Have students draw a circle around each correct answer. You may want them to compare their answers in pairs. The text for the audio of this activity is on page T1C. Answers: 1. pencil 2. marker 3. table 4. book 5. backpack 6. crayon crayon
Write ghost numbers. Have students work in pairs to practice writing the numbers. First, they take turns using the eraser end of a pencil to “write” a number on their partner’s hand. The partner guesses the number and they switch. After a few rounds, have students practice using pencil and paper. Point and say. Have students look at Activity 6 again. Call out random items and have students point to them and repeat. For example, say green backpack, red chair , or blue book. Color sort. Copy the chart below onto the board. Have students look at the objects on page 6 and classify them by color. Students take turns writing the name of each object in the correct column. blue
green
red
yellow
other
Enrichment Circle the number. Writ Writee numbers from 1 to 10 on the board. Say Circle the three, and model this by drawing a circle around the 3. Repeat with other numbers, asking asking volunteers to come to the board and follow the command. Then invite students to give the commands. To challenge students, write the numbers out of order, or write the number words, and repeat the activity activity..
Grammar Poster. The Units 1–3 Grammar Grammar Poster provides additional models for the verb be and contractions. You might keep the poster displayed in your classroom for students’ reference.
i t 1
U n Ready for School
T6
Get Ready Listen and guess. Hold guess. Hold up two Picture Cards or real items. Begin spelling (slowly) one of the two items. Have students listen to the letters and call out the word as soon as they think they know the item. K A10 A C
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7
Look and listen. Say.
1. Have students look at the illustrations and name everything they can, such as school items and colors. Encourage them to guess the event (a birthday party). 2. Ask students to point to to the appropriate picture as you play the audio or read the dialogue. The text of the audio for this dialogue is on Student Book page 7.
3. Model acting out the the dialogue with two students. Then choose three students to act it out for the class. Finally, put students in groups of three and have them act out the dialogue on their own. Afterward, tell them to take turns asking and answering the questions, substituting other classroom items for the backpack. Walk Walk around the room and listen to the students as they work. Note errors to review later.
K A11 A C
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Listen. Draw and color.
1. Read the directions and make sure students understand that they will listen to the audio and draw two pictures based on what they hear. 2. Direct their attention to the empty spaces. Play the audio for the first box and tell students to draw the item and color it as the words describe. Repeat for the second second box. You Y ou may want students students to compare their drawings in pairs. The text of the audio for this activity is on Student Book page 7. 3. Encourage emergent readers to point to the text under the boxes and “read” along with the audio. WB
Assign page 4 now. now. Audioscript is on page T1D. Answers are on page T125.
Enrichment Draw and say. Draw a classroom object object on the board and ask What’s this? Invite students to name the object by saying It’s a (desk). Respond by saying Yes or or No. The student who answers correctly draws another object for the rest of the class to name. After a few times, put students in pairs and have them continue the activity.
T7
Ready for School
Listen, draw, and color. After students complete complete Activity 8, divide the class class into pairs. Have Student A describe an imaginary object using the activity audio as a model, for example: It’s a pencil. It’s blue. Student B draws according to Student A ’s description. Then they switch. Sing and count. Review the numbers 1–10. Play the audio for the song on Student Book page 2 again, inviting students to sing along. Then ask pairs to create a new verse using a number from 4 –10 and a new item. For example, one pair might create the following verse: Hello. I’m Betty Blue. Look! I have four markers and I’m ready for f or school. Best guess. Have ready a predetermined number of classroom objects for students to look at and guess how many (for example, a cup of pencils, a box of erasers, a pile of rulers, etc.). Write their guesses on the board, and then, in groups, have students verify their guesses by counting the objects.
C K A10
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Look and listen. Say. Oh! It’s a backpack.
What’s this?
It’s blue. What color is it?
K A11 A C
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8
Listen. Draw and color.
It’s a book. It’s red.
It’s a crayon. It’s green. Questions; verb be; contractions; colors
i t 1
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7
C K A12
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Listen. Draw lines.
1. book
2. chair
3. eraser
4. pencil
K A13 A C
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Listen and chant.
Hey, Jill! Hey, Jill! W ha t’ t’ss this t his? ? It’s a pen, Bill.
8
Hey, Ken! What’s this? It’s a chair, Jen.
School supplies; rhythm and intonation
Hey, Matt! W ha t’ t’ss this t his? ? It’s a table, Pat.
See Sound and Spelling Handbook
p. 110
Application Objectives
Vocabulary
Materials
• to identify classroom objects • to perform a chant • to use stress, rhythm, and intonation
nouns: book, chair, eraser, pen, pencil, table pronouns: it, this verb: be (is)
• CD player • Class Audio CD
Get Ready Matching parts. On parts. On the board in a column, place Picture Cards of three classroom items. Next to the items in another column, draw a small part of each of the items so that your board resembles
the art in Activity 9. Draw a line from one item’s Picture Card to its detail and say It’s a (pencil). Invite volunteers to draw lines for the remaining two pictures.
C K A12 R A
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Listen. Draw lines.
1. Direct students’ attention to Activity 9. Read the directions and make sure students understand that they will listen to the audio and draw a line from each partial picture to the word, then to the complete picture based on what they hear. Say What’s this? as you point to the detail of the chair in the sample. Then trace your finger along along the line to the
word and to the full picture of the the chair, chair, and say It’s a chair. 2. Play the audio or read aloud the sentences. As students work, walk around around and make sure they are drawing lines to the correct items. The text of the audio for this activity is on page T1C. Answers: 1. chair 2. pencil 3. book 4. eraser
C K A13 R A
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10 Listen and chant.
1. Direct students’ attention to the title of the chant. Point out the exclamation mark and explain that it means the words are to be read with strong feeling. Model Model reading the title. 2. Play the audio or chant as students listen. Then play it again or chant chant again and have have students point to each picture as they chant along. Perform the chant at least twice to provide students with practice in stress, rhythm, and intonation. Remind them that their voices should go down at the end of the information questions, and that they should chant exclamations exclamations with strong feeling. The text of the chant is on Student Book page 8. WB
Assign page 5 now. now. Answers are on page T125.
Enrichment Add verses. Work with the class to create new verses to the chant, substituting substituting students’ students’ names and new objects for the original words. You You might display the following template on the board and guide students to fill in the blanks. Hey, ! What’s this? It’s a , . What is it? Give each student a different object or picture. Put a set of the same objects or pictures in a large bag. Show students only part of one item, keeping the rest of it partially hidden in the bag. Ask What’s this? The student who has the same object holds it up and says It’s a (marker). Show the entire object to students. Then repeat, using a different object. Sound and Spelling Handbook. For review of letters a–h, see Student Book page 110, Workbook page 91, and the teacher’s lesson on page T110. i t 1
U n Ready for School
T8
Application Objectives
Vocabulary
Summary
Materials
• to listen and read for enjoyment • to identify classroom objects • to use the simple present • to use prior knowledge • to predict • to understand concepts of print
nouns: balloon, book, pencil case, turn verbs: be (is), guess pronouns: it, this, you adjective: your adjective: your interjections: wow interjections: wow,, no, yes
Guess Again: A boy plays a guessing guessing game at a school fair. On his first try, he doesn’t guess the object correctly. But when he guesses what the object hidden beneath a cloth is, he wins a balloon.
• CD player • Class Audio CD
Get Ready Cover up. Collect a number of school school supplies and spread them out on a desk or table. Allow students to look at them for one minute. Then
Before Reading 1. Have students take out pages 9–10. Model how to make a Little Book by folding the pages in half. Make sure all the books are ready before continuing. 2. Let students look through their books. Have them name as many things as they can. Then read the title aloud. 3. Ask if anyone knows what the word guess means. Act out guessing so so students understand the word. Ask who they think is guessing
A14
During Reading
1. Invite students to listen quietly as you play the audio or read the story to them. Tell them that they can talk about the story and ask questions when you read or play it again. again. As you read, point to the pictures and use gestures to help students understand. The text of the Little Book is on Student Book pages 9–10. 2. Read the story or play the audio a second time, tracking the print as you do so. Encourage students to point to the speech bubbles and track the conversation in their own books.
T9
Ready for School
cover the school supplies with a cloth and ask students to name all the items they remember. As they name them, write the items on the board. b oard.
something in the story. Encourage them to predict what happens in the story. 4. Point to the sign School Fun Fair. Explain that a Fun Fair has different games for people to play, such as throwing a ball at a target or knocking down bowling pins. Explain that when someone wins a game, game, they get a prize. Draw a circle on the board and challenge a few students to hit the circle with a paper ball. Say to each winner You win!
If students interrupt frequently with questions about vocabulary, explain that they don’t need to know every word to get the main idea. At the same time, time, encourage them to seek meaning from context, from accompanying pictures, and from each other other.. 3. Reading development: Understand concepts of print. As you read or listen to the story a second time, focus on the concepts of print, such as parts of a book and directionality.. Read aloud the title and ask directionality What’s this? Help students identify it as the title. As you track the print during the second reading, stop periodically and ask students to point to the next word or speech bubble.
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4. Read or listen to the story a third time and invite students to ask questions and talk about it. As you read the last page and say It’s your turn, help students understand that now it’s their turn to guess what object is hidden beneath the cloth in the picture. Encourage the class to say It’s a chair! 5. Compare students’ original predictions with what actually takes takes place in the story. story. Did they correctly predict which character was guessing something in the story?
6. Echo read. To help students develo develop p oral reading skills, echo read the book with them. Play the audio or read aloud the first sentence. Have students repeat after you as they track the print in the story. Repeat with each sentence. Guide students to imitate the stress, rhythm, and intonation patterns of each sentence.
After Reading
Word order: Ask questions. 1. Writ Writee the word It on on one side of an index card and it on on the other side of the same card. Repeat this for the words Is and and is. On a separate card, write a. On a fourth card, write the word book. On a fifth card, write a period on the front and a question mark on the back. 2. Ask five students to come come to the front. Give each student a card. Hold up a book. Say It It is a book and help students holding the cards to stand in the order of the sentence. Have the class repeat the sentence. 3. Then ask Is it a book? Help students holding cards to move and/or flip their cards to show the new correct sentence order. Make sure the students holding the it, is, and (.) cards flip them over to show Is and and it and and (?). Invite other students to hold the cards and repeat the activity with other examples: It is a pen. Is it a pen?
Role play. Invite pairs of students to act out the story in the Little Book. One student can play the part of the girl, and another student can be the boy who is guessing. The students can use the pictures to help them recall the dialogue. Students can also continue the story by hiding new objects and guessing about them. Family connection. Encourage students to take their Little Books home and share Guess Again with their families and friends. To T o ensure success in reading reading aloud for those students who need more support, provide rehearsal time. Play the audio of the text (1) sentence by sentence, pausing for students to repeat each sentence; (2) one page at a time, pausing for students to repeat each page; (3) entirely without pausing. WB
Assign pages 6–7 now. now. Answers are on page T126.
Enrichment Content Reader 1. Have students students read the selection My Backpack on pages 4 –5. Assign the worksheet for the selection, page 22. See the Teacher’ T eacher’ss Manual for the step-by-step step-by-step lesson and additional ideas.
It
is
a
book
.
Is
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book
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i t 1
U n Ready for School
T10
Application Objectives
Vocabulary
Materials
• • • •
nouns: backpack, book, chair chair,, circle, crayon, desk, eraser eraser,, marker, paper, pen, pencil, pencil case, table verb: be (is) pronouns: it, what adjectives: blue, green, red
• red, green, blue art materials (paper, ribbons, glitter, etc.) • glue • scissors • crayons or markers • drawing paper • poster paper
to identify colors to use the simple present to classify by color to ask and answer What’s this? What color is this?
Get Ready Sing the song. Review vocabulary and grammar through singing the Unit 1 Song on Student Book page 2. Play the audio (Class CD track A3) and invite students to sing along.
Project: Make Color Groups Draw and color. Use red, green, or blue. Sort.
1. Direct students’ attention to the page . Relate the project to the rest of the unit by pointing out that the class has learned the names of three colors: red, green, and blue. Now they are going to make a poster using their own drawings in those colors. 2. Read the directions. Make sure students understand what to do. 3. Give students art supplies. Have them draw pictures of their own choosing, color or decorate them in red, green, or blue, and cut them out. Put students in pairs and encourage them to talk about their drawings by asking one another What’s this? What color is this? Walk W alk around the room and listen listen to students as they work. 4. Draw pictures of three large crayons. Color one red, one green, and one blue. Attach these on a bulletin board as in the picture. Add a large piece of poster paper under the crayons. 5. Invite students to present their drawings to the class by saying It’s a (pencil). It’s (green). (green) . Then have them stick their drawings to the poster paper under the appropriate color.
T11
Ready for School
Enrichment Make color books. Have students students make make books by stapling three pieces of paper together. At the top of each page they should make a red, green, or blue circle and, if they can, write red, green, or blue in the appropriate color. Then have them draw pictures on the rest of the page of things that are the same color. Count. Review the numbers numbers 1–10 by counting the items in each color group with the students. Have students make number cards by writing these numbers on individual cards. Change the number of drawings in each column by taking away one or two drawings. Then say a color, model counting the items in that column, and ask students with that number card to hold it up and say (Five)(red)! Color Bingo. Review the colors. Give each student a bingo card (a paper divided into a 9-square grid). Have students color each square red, green, or blue. They should not color a whole row or column the same color. Use paper clips as markers. In a bag, place blue, green, and red color cards. Invite a student to pick a card and say It’s (red). The rest of the class puts a marker on a square of that color on their card. The first student to get three markers in a row horizontally or vertically wins the game.
Make Color Groups Draw and color. Use red, green, or blue. Sort. What color is this?
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P
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It’s blue.
It’s a triangle. It’s red.
i t 1
U n Content connection: art; math
11
s
e u l
V a
Work W ork Hard Color.
Listen.
Read. Write.
Speak. Copy: I Copy: I work hard in school.
12
Character education
Application Objectives
Vocabulary
Materials
• to talk about working hard in school • to become aware of class participation through listening, speaking, reading, and writing • to copy sentences • to color
nouns: book, chair, desk, pencil, school, student, teacher pronoun: I verbs: listen, read, speak, work, write adverb: hard
• crayons or markers
Get Ready Alphabet words. Write the the alphabet in a line on the board. Put students in small groups. Challenge them to list words (colors, school supplies, and so on) that begin with each letter of the alphabet.
Values: Work Hard Color.
1. As you work through the page, encourage encourage students to apply the language they’ve learned in this unit. To begin, however, you might want to have a discussion discussion in your native language. Ask students what working working hard hard means. Is it important to work hard? Why? Where do children work hard? Where do adults work hard? What are some examples of working hard in school? 2. Draw students’ attention to page 12. Ask them to talk about the pictures using any English they know. If necessary, provide words they need in English. Then read the words aloud and have students repeat after you. Point to the pictures to clarify meaning or act out listening, speaking, reading, and writing. 3. Have students color in the pictures. Circulate and ask individual students questions such as What’s this? What color is it? and so on. Copy: I work hard in school.
4. Read aloud the sentence at the bottom of the page: I work hard in school . If necessary, clarify
Set a time limit and have them list as many as they can. The group with the longest list wins.
meaning. Read the sentence and have students repeat it after you. Direct students to copy the sentence on the line. 5. Y You ou may want to extend extend your students’ writing practice in paragraph form. On paper paper,, have them indent and copy the sentence I work hard in school as as the first sentence of the paragraph. Then have them write detail detail sentences: I listen. I speak. I read. I write. Students can conclude with I’m a good student. The social-emotional intelligence connection. connection. Two T wo elements of social-emotional social-emotional intelligence can can be focused on in relation to working hard. (1) Selfawareness . Encourage students to think about the kind of student they are. Are they good listeners? Do they answer the teacher in class or try to avoid it? Do they do their reading and writing tasks? (2) Self-management. Encourage students to think of ways they can control their behaviors in class. What can they do to work harder harder and be better students? Family connection. Have students students ask their families how they work hard and why it is important. Students report back to the class.
i t 1
U n Ready for School
T 12
Review Outcomes
Vocabulary
Materials
• can identify classroom objects • can identify numbers 1–10 • can ask and answer What’s this?
nouns: backpack, book, chair chair,, crayon, desk, eraser, marker, pen, pencil, table adjectives: one, two, three, four, five, six, seven, eight, nine, ten verb: be (is) pronouns: it, this
• • • • • •
classroom objects blindfolds paper bags cutouts from page 127 long pieces of white paper glue, scissors, crayons, or markers
Performance Assessment Both activities on page 13 may be used for performance assessment and review. See pages v–vi of the Assessment Package for more information on this type of informal assessment.
Know It? Show It! Touch and guess.
1. Read the speech bubbles at the top of the page. Explain that the girl is guessing what the object is without seeing it. 2. Model the game with a student student volunteer. volunteer. In a bag, place a few school items. Put a blindfold on the student and invite him or her to pick an item from the bag. Ask What’s this? The student should respond by guessing It’s a (pen). Say Yes or or No and allow the student to remove the blindfold when he or she has correctly guessed the item. 3. Distribute bags and blindfolds to partners or small groups. Students should follow the model on the page as they play. Make sure partners switch roles so that everyone says both parts of the dialogue. 4. As students play the the game, walk around the room and monitor their language. Note errors to review after the game is finished. Make a number line. Use the cutouts on page 127.
1. Draw students’ attention to the picture at the bottom of the page. Explain that the boys have made a number line to show the numbers from one to ten in order. 2. Read the directions and make sure students understand that they will cut out the cards
T 13
Ready for School
from page 127, glue them in order on a strip of paper, and label each group of stars with a number.. Give each pair or small group a long number strip of paper and a crayon or marker. Have students write numbers from 1–10 in order on the paper, then cut out the groups of stars, count each group aloud, and glue it under the correct number. 3. Invite students to share their number lines with the class and and display their work around the classroom. WB
Assign pages 8–9 now. now. Audioscript is on page T1D. Answers are on page T126.
I can do it! Once students have demonstrated success through the activities on this page, discuss with them how much they’ve learned and what they can do now that they’re finishing the unit. (See Assessment Package pages vii–viii.) Invite students to mark their growth by checking the I can do it! star. it! star.
Completion Certificate Students have now completed Unit 1. After formal assessment (see Assessment Package pages listed on page T1B), have students use the Completion Certificate sticker in the back of the Student Book to celebrate the successful completion of the unit.
