Reading Sketch 1

Teacher's Guide

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 Unit 1|
My Family
Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1. To learn key family member vocabulary
2. To be able to use and understand the expression, “This is my grandfather.”
3. To practice reading comprehension and word recognition

Power Vocabulary:

brother, father, grandfather, mother, sister

LESSON GUIDE

Before Reading

Have your students look at the picture. Ask them to describe the picture. Who do
you see? Where are they? (A family at the beach)

Have the students read the ‘Get Ready’ text together.

Get the students engaged by asking, “Who does the writer like?” and “Who is
part of the family?”

Next, have the students list to each word and point to the word that they hear.
Then have them repeat each word. Have the students take turn reading each word.
To help the students understand the meaning of the key words ask, “What is your
grandfather’s name?” Do you have a brother?” If needed, draw an example
family tree to help students to visualize the relationship between members of
families.

Reading Sketch 1, Unit 1

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 During Reading

Have the students listen as they follow along in their books.

Let the students take turns reading the story out loud.

Extra Item:

Have the students read the story aloud. Have them take turns. (One student will
read one line, and then the next student will read one line, etc.) Then, choose one
student to come to the front of the classroom. Give them a piece of chalk or a
marker. Have them draw a picture like the one in the sand. Then have them read
the story according to THEIR real family. Give a few different students
opportunities to participate.

Have the students try to think back to the story. Ask the students to close their
books (keeping their place with a pencil).

1. Which family members did you hear about in the story?

2. What is grandfather like? Brother?

3. What is the difference between older and younger?

4. How did the girl describe her sister?

After Reading

Try it!

Question: How many people are in the girls drawing?

— Have the students look at the drawing in the sand. Have them identify
each face. Where is the girl?

Mini Check Up

1. The girl has an older brother.

2. The girl has four family members.

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 Read each question true or false question. Give the students a moment to think.
Then, Read the question again. Have the students either show an O or X with
their arms.

Reading Comprehension

Have the students complete questions 1-3 based on the reading.

Give the students some tips:

Question 1:

Have the students read each possible answer together. Review each answer to
determine whether it is or is not the main idea of the story.

Questions 2 & 3:

Suggest that the students go back to the story and scan for key words like: kind,
or younger sister.

Pattern Talk

Have the students read the example sentences in the bubbles. Call on a student
and have them choose one of the words in the idea box to complete the sentence.

Then, give the students a few moments to work with a partner. Have the pairs
practice taking turns asking each other questions and answering.

Word Power

Have the students match the pictures to the words.

Check the answers. Ask the students to describe the picture.

Which picture has a father? Students: A man in a red shirt.

Your Turn

Have your students draw their family members in the frame. Have them write
their family members’ names on the line.

Extra Idea:

Engage your students by having them role-play. Divide students into groups of
five. Each of them will be a family member from the story. Give them time to
practice. Acting out actions (Mom will cook or hold a baby). One student will be
the main character, which will read the story.

ANSWER KEY: STUDENT BOOK

Reading Sketch 1, Unit 1

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 p. 8

Mini Check Up

1. T
2. F

p. 9

Reading Comprehension

1. a
2. b
3. a

p. 10

Word Power

1. brother
2. father
3. sister

ANSWER KEY: WORKBOOK

Reading Sketch 1, Unit 1

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 p. 2

Word Activity

◎ 1. mother
2. grandfather
3. sister
4. brother

p. 3

Writing Practice

3. This is my mother.
4. This is my younger sister.

Dictation

grandfather / my / This / sister / family

Reading Sketch 1, Unit 1

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 Unit 2|
The Song Festival
Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1. To learn farm animal vocabulary
2. To be able to use and understand the expression, “The pig sings, “oink.”
3. To practice reading comprehension and word recognition

Power Vocabulary:

cow, duck, pig, rooster, sheep

LESSON GUIDE

Before Reading

Have your students look at the picture. Ask them to describe the picture.

Have the students read the ‘Get Ready’ text together.

Get the students engaged by asking, “What does the pig sing?” and “Who sings
with the pig?”

Next, have the students listen to each word and point to the word that they hear.
Then have them repeat each word. Have the students take turn reading each word.
To help review the animals say, “What’s this?”

Extra Item:

Put a picture of each animal on the board. Call two students to the front of the
classroom. Give each student a pointer. Then, say one of the animal names
(Teacher says, “It’s a cow.”) The students will then have to find the cow picture,

Reading Sketch 1, Unit 2

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 and point it out more quickly than their opponent. The student who finds the
animal the fastest will get a point.

During Reading

Have the students listen as they follow along in their books. Have them take turns
reading the story out loud.

Extra Item:

Assign one animal name to various students. Have all the students who were
assigned pig, read the line about the pig. Have the students who were assigned to
be ducks, read the line about ducks, and so on. Then, for the last line have all the
students read together.

Have the students try to think back to the story. Ask the students to close their
books (keeping their place with a pencil).

1. What farm animals did you hear about in the story?

2. What sound does the cow make? The sheep?

3. Who signs happy songs together?

After Reading

Try it!

Question: How many farm animals can you find in the picture?

Have the students look at the picture of the farm. Count together, saying the
names of the animals out loud.

Mini Check Up

1. The pig sings, “quack.”

2. The farm animals sing noisy songs.

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 Read each question O or X question. Give the students a moment to think. Then,
Read the question again. Have the students either show an O or X with their arms.

Reading Comprehension

Have the students complete questions 1-3 based on the reading.

Give the students some tips:

Question 1:

Have the students read each possible answer together. Review each answer to
determine whether it is or is not the main idea of the story.

Questions 2 & 3:

Suggest that the students go back to the story and scan for key words like: cock-
a-doodle-do, or have.

Pattern Talk

Have the students read the example sentences in the bubbles. Call on a student to
practice the conversation with you. Have them choose one of the words in the
idea box to complete the sentence.

Then, give the students a few moments to work with a partner. Have the pairs
practice taking turns asking each other questions and answering.

Word Power:

Have the students look at each picture and check the correct word.

Check the answers. What is the animal in picture number one? Students: It’s a
cow!

Your Turn

Have your students draw a picture of each of the animals that they learned about
in the story. Ask them to write what each animal sang above each animal.
Review by showing the animal pictures (from the pointer game) and saying, “The
cow sings _____.” The students will then say, “The cow sings “moo.”

Reading Sketch 1, Unit 2

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 ANSWER KEY: STUDENT BOOK

p. 12

Mini Check Up

1. F
2. F

p. 13

Reading Comprehension

1. c
2. c
3. c

p. 14

Word Power

1. cow
2. duck
3. sheep

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 ANSWER KEY: WORKBOOK
p. 4

Word Activity

◎ 1. pig
2. sheep
3. duck
4. cow

p. 5

Writing Practice

3. The sheep sings, “baa.”

4. They sing happy songs together.

Dictation

pig / sings / sheep / rooster / sing

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 Unit 3|
My New School
Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1. To learn school vocabulary
2. To be able to use and understand the expression, “This is a nice playground.”
3. To practice reading comprehension and word recognition

Power Vocabulary:

cafeteria, classroom, playground, school, teacher

LESSON GUIDE

Before Reading

Have your students look at the picture. Ask them to describe the picture.

Have the students read the ‘Get Ready’ text together.

Get the students engaged by asking, “What is my new school like?” “Is my new
teacher nice?”

-Have the students list to each word and point to the word that they hear.

-Then have them repeat each word.

-Have the students take turn reading each word.

-To help the students understand the meaning of the key words ask, “What does
your classroom look like?” What is your teacher’s name?”

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 During Reading

Have the students listen as they follow along in their books.

Let the students take turns reading the story out loud.

Extra Item:

Have the students read the story aloud. Have them take turns. (One student will
read one line, and then the next student will read one line, etc.) Then, choose one
student to come to the front of the classroom. Give them a piece of chalk or a
marker. Have them draw a picture like the one in the sand. Then have them read
the story according to THEIR real family. Give a few different students
opportunities to participate.

Have the students try to think back to the story. Ask the students to close their
books (keeping their place with a pencil).

1. Which family members did you hear about in the story?

2. What is grandfather like? Brother?

3. What is the difference between older and younger?

4. How did the girl describe her sister?

After Reading

Try it!

Question: What things can you see at your school?

Have the students look closely at the picture, trying to identify the things that
they too have in their schools.

Extra Item:

Have the students change the words in the story to fit their own schools.

Example:

I love my elementary school.

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 There are nice trees.

There is a nice bathroom.

Mini Check Up

1. The boy loves his old school.

2. There is a nice playground at the boy’s new school.

Read each question true or false question. Give the students a moment to think.
Then, Read the question again. Have the students either show an O or X with
their arms.

Reading Comprehension

Have the students complete questions 1-3 based on the reading.

Give the students some tips:

Questions 1&3:

Have the students read each possible answer together. Review each answer to
determine whether it is or is not the main idea of the story.

Question 2:

a)Suggest that the students go back to the story and scan for key words like:
There is

Pattern Talk

Have the students read the example sentences in the bubbles. Call on a student
and have them choose one of the words in the idea box to complete the sentence.

Then, give the students a few moments to work with a partner. Have the pairs
practice taking turns asking each other questions and answering.

Word Power:

Have the students complete each word by choosing the missing letter from the
tan box.

Check the answers. Choose students to read the spelling aloud or to write the
word on the board.

Your Turn

Have your students draw their school. Tell them to think, “What is there in my
school?”

Extra Idea:

Reading Sketch 1, Unit3

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 Engage your students by having them do an information gap activity with a
partner. Have each student take out a piece of notebook paper. Keeping the
drawing of their school hidden, each partner will ask, “Is there a nice ________
in your school?” If there were a cafeteria in their partner’s school, the partner ho
asked the question would then draw a school with a cafeteria in it on their paper.
The object of this activity is to draw a picture similar to their partners original
picture, without showing their partner their picture (Your turn).

ANSWER KEY: STUDENT BOOK

p. 16

Mini Check Up

1. F
2. T

p. 17

Reading Comprehension

1. a
2. c
3. b

p. 18

Word Power

1. y
2. c
3. r

ANSWER KEY: WORKBOOK

Reading Sketch 1, Unit3

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 p. 6

Word Activity

◎ 1. cafeteria
2. playground
3. school
4. teacher

p. 7

Writing Practice

3. There is a nice cafeteria.

4. There is a nice classroom.

Dictation

school / playground / There / classroom / teachers

Reading Sketch 1, Unit3

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 Unit 4|
Sweet Fruits
Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1. To learn fruit vocabulary
2. To be able to use and understand the expression, “It’s an apple. It’s big.”
3. To practice reading comprehension and word recognition

Power Vocabulary:

apple, banana, fruit, strawberry, watermelon

LESSON GUIDE

Before Reading

Have your students look at the picture. Ask them to describe the picture.

Have the students read the ‘Get Ready’ text together.

Get the students engaged by asking, “What color is it?” “What is it?”

-Have the students list to each word and point to the word that they hear.

-Then have them repeat each word.

-Have the students take turn reading each word.

-To help the students understand the meaning of the key words ask, “What does
watermelon look like?” What color is a banana?”

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 During Reading

Have the students listen as they follow along in their books.

Let the students take turns reading the story out loud.

Have the students try to think back to the story. Ask the students to close their
books (keeping their place with a pencil).

1. What are there many of?

2. What is small?

3. Are they all sweet?

After Reading

Try it!

Question: What fruits can you see in the picture? Say which your favorite is.

Have the students look closely at the picture, trying to identify which fruit is their
favorite. They may also identify which fruits they like and don’t like.

Extra Item:

Play ‘pass the fruit’ with the class. Distribute a picture of each fruit to a few
random members of the class. Have the class read the story together. The teacher
will press the bell, and say a fruit. The students will stop passing and reading, and
the student with the fruit that was named will stand up. If they can recite the part
of the story (without looking) about that fruit, then that student will get a point.
Example: The teacher says banana. The student stands up and says, “It’s a
banana. It’s big.”

Mini Check Up

1. The apple is big.

2. The watermelon is big.

Reading Sketch 1, Unit 4

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 Read each question true or false question. Give the students a moment to think.
Then, Read the question again. Have the students either show an O or X with
their arms.

Reading Comprehension

Have the students complete questions 1-3 based on the reading.

Give the students some tips:

Questions 1&3:

Have the students read each possible answer together. Review each answer to
determine whether or not it fits.

Question 2:

Suggest that the students go back to the story and scan for the word small.

Pattern Talk

Have the students read the example sentences in the bubbles. Call on a student
and have them choose one of the words in the idea box to complete the sentence.
Ask the student, “What’s this?” Then have the student respond.

Give the students a few moments to work with a partner. Have the pairs practice
taking turns asking each other questions and answering.

Word Power

Have the students complete each word by choosing the missing letter from the
tan box.

Check the answers. Choose students to read the spelling aloud or to write the
word on the board.

Your Turn

Draw a fruit sandwich on the board. Then ask your students draw their fruit
sandwich in their books. Finally, have them write the names of the fruits they
used in the recipe.

Extra Idea:

To summarize Unit 4, play a game with the class. Choose two students. Have one
student stand with their back facing the board. Have the other student draw a
picture of a fruit (with colors). Make sure that the student with their back to the
board can’t see the picture. Have the remaining students give the student who is
guessing some hints. The hints cannot include the name of the fruit. The class
will try to help the guessing student guess all the fruit names within 15 seconds.

Reading Sketch 1, Unit 4

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 ANSWER KEY: STUDENT BOOK

p. 20

Mini Check Up

1. T
2. T

p. 21

Reading
Comprehension

1. a
2. a
3. a

p. 22

Word Power

1. f
2. n
3. b

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 ANSWER KEY: WORKBOOK

p. 8

Word Activity

◎ 1. apple
2. banana
3. watermelon
4. fruit

p. 9

Writing Practice

3. It’s a big watermelon.

4. They are all sweet.

Dictation

fruits / apple / small / banana / sweet

Reading Sketch 1, Unit 4

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 Unit 5|
The Shoemaker and the Elves
Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1. To learn clothing vocabulary
2. To be able to use and understand the expression, “I can see a pair of shoes.”
3. To practice reading comprehension and word recognition

Power Vocabulary:

elf, magic, pants, shirt, shoe

LESSON GUIDE

Before Reading

Have your students look at the picture. Ask them to describe the picture.

Have the students read the ‘Get Ready’ text together.

Get the students engaged by asking, “Who can make shoes?” “How do they make
them?”

-Have the students list to each word and point to the word that they hear.

-Then have them repeat each word.

-Have the students take turn reading each word.

-To help the students understand the meaning of the key words ask, “Who uses
magic?” What does an elf look like?”

Reading Sketch 1, Unit 5

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 During Reading

Have the students listen as they follow along in their books. Let them take turns
reading the story out loud.

Have the students try to think back to the story. Ask the students to close their
books (keeping their place with a pencil).

1. What can the writer see?

2. How many elves are making the shoes?

3. Who made the nice shirts and pants?

After Reading

Try it!

Question: How many shoes can you find in the picture?

Have the students look closely at the picture, counting how many shoes are in the
picture. Give the students a moment to count on their own. Then ask them how
many they found.

Extra Item:

Divide the class into small groups. Instruct each group to come up with their own
version of the story.

Example: I can see two more pairs of glasses.

I can see three more pairs of glasses.

It’s wonderful!

Choose a few groups to present their stories to the class.

Mini Check Up

1. Two little elves are making shoes.

2. They can make nice hats for two elves.

Reading Sketch 1, Unit 5

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 Read each question true or false question. Give the students a moment to think.
Then, Read the question again. Have the students either show an O or X with
their arms.

Reading Comprehension

Have the students complete questions 1-3 based on the reading.

Give the students some tips:

Questions 1&3:

Have the students read each possible answer together. Review each answer to
determine whether or not it fits.

Question 2:

Suggest that the students go back to the story and scan for the sentence: “Who is
making all the shoes?” The answer to that question will show them the correct
answer.

Pattern Talk

Have the students read the example sentences in the bubbles. Call on a student
and have them choose one of the words in the idea box to complete the sentence.
Ask the student, “What can you see? Then have the student respond.

Give the students a few moments to work with a partner. Have the pairs practice
taking turns asking each other questions and answering.

Word Power

Have the students draw a line from the picture to the correct matching word.

Have the students check their partners’ answers.

Your Turn

Have the students choose their favorite part of the story. Have them write it in the
little book. Finally, let the students fill in the missing words in the story summary.

Extra Idea:

Have each student take out a blank sheet of paper. Ask them to think of what
they would like to use magic to do. Then have them draw a picture of what they
would do with magic. At the bottom of the picture have them write, “What can
you make?” I can make _________!

Reading Sketch 1, Unit 5

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 ANSWER KEY: STUDENT BOOK

p. 24

Mini Check Up

1. T
2. F

p. 25

Reading Comprehension

1. c
2. a
3. c

p. 26

Word Power

1. pants
2. shoe
3. magic

Your Turn

elves / shoes / magic / shirts / pants

Reading Sketch 1, Unit 5

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 ANSWER KEY: WORKBOOK

p. 10

Word Activity

◎ 1. shoe
2. magic
3. shirt
4. pants

p. 11

Writing Practice

3. What can we do for them?

4. We can make them nice shirts and pants.

Dictation

shoes / can / magic / elves / shirts

Reading Sketch 1, Unit 5

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 Unit 6|
Rainbow Sisters
Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1. To learn color vocabulary
2. To be able to use and understand the expression, “I am wearing a red hat.”
3. To practice reading comprehension and word recognition

Power Vocabulary:

blue, green, purple, rainbow, yellow

LESSON GUIDE

Before Reading

Have your students look at the picture. Ask them to describe the picture.

Have the students read the ‘Get Ready’ text together.

Get the students engaged by asking, “What color is Tom’s hat?” “What is Jane
wearing?”

-Have the students list to each word and point to the word that they hear.

-Then have them repeat each word.

-Have the students take turn reading each word.

-To help the students understand the meaning of the key words ask, “What things
are blue?” What things are green?”

Reading Sketch 1, Unit 6

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 During Reading

Have the students listen as they follow along in their books. Have the students
take turns reading the story out loud.

Have the students try to think back to the story. Ask the students to close their
books (keeping their place with a pencil).

1. What am I wearing?

2. What color are my pants?

3. What are we?

After Reading

Try it!

Question: What is your favorite color?

Have the students look at all of the colors in the picture. Have them find their
favorite color. Also have them list the colors of the items in the picture. Example:
Red flowers, yellow house, green grass

Extra Item:

Play a ‘Ping-Pong’ game with the students. Divide the class into two teams. Give
each time exactly the same sentence strips as the opposite team. The sentence
strips will say things like, “Amy is wearing purple pants.” The teacher will say
signal words like “purple pants,” and the two students who have the sentence
about purple pants will have to stand up and say, “Ping-Pong.” The faster of the
two students will then read their sentence out loud. The faster of the two students
will earn a point for their team.

Mini Check Up

1. Amy is wearing a green hat.

2. Amy is the girl’s brother.

Reading Sketch 1, Unit 6

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 Read each question true or false question. Give the students a moment to think.
Then, Read the question again. Have the students either show an O or X with
their arms.

Reading Comprehension

Have the students complete questions 1-3 based on the reading.

Give the students some tips:

Questions 1&3:

Have the students read each possible answer together. Review each answer to
determine whether or not it fits.

Question 2:

Suggest that the students go back to the story and scan for the words, “Amy is
wearing.”

Pattern Talk

Have the students read the example sentences in the bubbles. Call on a student
and have them choose one of the words in the idea box to complete the sentence.
Ask the student, “What are you wearing?” Then have the student respond.

Give the students a few moments to work with a partner. Have the pairs practice
taking turns asking each other questions and answering.

Word Power

Have the students complete each word by choosing the missing letter from the
tan box and writing it in the empty space.

Check the answers. Choose students to read the spelling aloud or to write the
word on the board.

Your Turn

Let the students choose a partner. Have them draw and color what they and their
friends are wearing.

Extra Idea:

To review, play a guessing game. Describe the clothing that a student in the class
is wearing.

Example: They are wearing a blue shirt.

Let the students guess whom you are describing. Give the students a chance to
choose someone to describe.

Reading Sketch 1, Unit 6

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 ANSWER KEY: STUDENT BOOK

p. 28

Mini Check Up

1. T
2. F

p. 29

Reading Comprehension

1. a
2. c
3. c

p. 30

Word Power

1. r
2. o
3. l

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 ANSWER KEY: WORKBOOK

p. 12

Word Activity

◎ 1. purple
2. yellow
3. blue
4. rainbow

p. 13

Writing Practice

3. I am wearing orange pants.

4. Amy is wearing purple pants.

Dictation

red / green / wearing / purple / rainbow

Reading Sketch 1, Unit 6

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 Unit 7|
Busy Ants
Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1. To learn ant vocabulary
2. To be able to use and understand the expression, “They walk a lot.”
3. To practice reading comprehension and word recognition

Power Vocabulary:

dig, ground, hill, lift, walk

LESSON GUIDE

Before Reading

Have your students look at the picture. Ask them to describe the picture.

Have the students read the ‘Get Ready’ text together.

Get the students engaged by asking, “What do ants do?” “Do ants work hard?”

-Have the students list to each word and point to the word that they hear.

-Then have them repeat each word.

-Have the students take turn reading each word.

-To help the students understand the meaning of the key words ask, “What can
you lift?” “Can you point to the ground?”

Reading Sketch 1, Unit 7

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 During Reading

Have the students listen as they follow along in their books. Let the students take
turns reading the story out loud.

Have the students try to think back to the story. Ask the students to close their
books (keeping their place with a pencil).

1. Where do ants go?

2. What do ants make?

3. When do ants work?

After Reading

Try it!

Question: How many ants can you find in the picture?

Have the students count the ants in the picture.

Extra Item:

Let the students choose a partner. Ask them to re-write the story substituting the
words. Have them choose another animal or insect. Call on a few pairs to read
their story.

Example:

Cats go in the house.

They sleep a lot.

They eat a lot.

They play a lot.

Mini Check Up

1. Ants go in water.

2. Ants walk a lot.

Reading Sketch 1, Unit 7

2
 Read each question true or false question. Give the students a moment to think.
Then, Read the question again. Have the students either show an O or X with
their arms.

Reading Comprehension

Have the students complete questions 1-3 based on the reading.

Give the students some tips:

Questions 1&3:

Have the students read each possible answer together. Review each answer to
determine whether or not it fits.

Question 2:

Suggest that the students go back to the story and scan for the word, “make.”

Pattern Talk

Have the students read the example sentences in the bubbles. Call on a student
and have them choose one of the words in the idea box to complete the sentence.
Ask the student, “What do ants do?” Then have the student respond.

Give the students a few moments to work with a partner. Have the pairs practice
taking turns asking each other questions and answering.

Word Power

Have the students look at each picture and check the correct word.

Have the students check their partner’s answers.

Your Turn

Have the students look at each picture of ants. Ask them to fill in the missing
word in each sentence. Choose a few students to read the correct answers.

Extra Idea:

Show a small clip of “The Ants and the Grasshopper.” Ask the students to
identify what the ants are doing in the movie clip.”

Reading Sketch 1, Unit 7

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 ANSWER KEY: STUDENT BOOK

p. 33

Mini Check Up

1. F
2. T

p. 33

Reading Comprehension

1. a
2. b
3. a

p. 34

Word Power

1. walk
2. hill
3. lift

Reading Sketch 1, Unit 7

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 ANSWER KEY: WORKBOOK

p. 14

Word Activity

◎ 1. walk
2. ground
3. dig
4. hill

p. 15

Writing Practice

3. Ants go on the ground.

4. They work very hard all day long.

Dictation

ground / walk / dig / hills / work

Reading Sketch 1, Unit 7

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 Unit 8|
Watch Out!
Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1. To learn jungle vocabulary
2. To be able to use and understand the expression, “A snake can hide among the
leaves.”
3. To practice reading comprehension and word recognition

Power Vocabulary:

alligator, chameleon, hide, iguana, swamp

LESSON GUIDE

Before Reading

Have your students look at the picture. Ask them to describe the picture.

Have the students read the ‘Get Ready’ text together.

Get the students engaged by asking, “Who are you?” “What can you do?”

-Have the students list to each word and point to the word that they hear.

-Then have them repeat each word.

-Have the students take turn reading each word.

-To help the students understand the meaning of the key words ,ask “What color
is a chameleon?” “What can you do?”

Reading Sketch 1, Unit 8

1
 During Reading

Have the students listen as they follow along in their books. Have them take turns
reading the story out loud.

Have the students try to think back to the story. Ask the students to close their
books (keeping their place with a pencil).

1. What can a snake do?

2. What are alligators?

3. What can an iguana match?

After Reading

Try it!

Question: Find all the animals in the picture.

Have the students point out all of the animals in the pictures.

Extra Item:

Let the students choose a partner. Have them act out one of the lines of the story.
Example: A snake can hide among the leaves. One student would pretend to
slither, while the other pretends to be leaves. The rest of the class would then try
to guess which line of the story they are acting out.

Mini Check Up

1. A snake can hide among the flowers.

2. An iguana can turn yellow to match the leaves.

Read each question true or false question. Give the students a moment to think.
Then, Read the question again. Have the students either show an O or X with
their arms.

Reading Comprehension

Have the students complete questions 1-3 based on the reading.

Reading Sketch 1, Unit 8

2
 Give the students some tips:

Questions 1&3:

Have the students read each possible answer together. Review each answer to
determine whether or not it fits.

Question 2:

Suggest that the students go back to the story and scan for the word, “swamp.”

Pattern Talk

Have the students read the example sentences in the bubbles. Call on a student
and have them choose one of the words in the idea box to complete the sentence.
Ask the student, “How can an iguana hide in the jungle?” Then have the student
respond.

Give the students a few moments to work with a partner. Have the pairs practice
taking turns asking each other questions and answering.

Word Power

Have the students look at each picture and check the correct word.

Have the students check their partner’s answers.

Your Turn

Have the students look at each hiding place. Have them identify each habitat.
Then give them time to match the correct animal to it’s hiding place.

Extra Idea:

Divide the class into groups. Have each group draw a poster. Assign each group
one of the lines from the story. Suggest that they try to hide their animal very
well! Lastly, when all groups have finished, have each group come to the front of
the class, and show their poster to their classmates. Have them read their line
from the story together. See if their classmates can easily find the animal in their
picture.

Reading Sketch 1, Unit 8

3
 ANSWER KEY: STUDENT BOOK

p. 36

Mini Check Up

1. F

2. F

p. 37

Reading Comprehension

1. c

2. b

3. b

p. 38

Word Power

1. hide

2. iguana

3. alligator

Reading Sketch 1, Unit 8

4
 ANSWER KEY: WORKBOOK

p. 16

Word Activity

◎ 1. alligator
2. iguana
3. chameleon
4. hide

p. 17

Writing Practice

3. An iguana can turn green to match the leaves.

4. A chameleon can turn gray to match the rocks.

Dictation

hide / alligator / swamp / iguana / turn

Reading Sketch 1, Unit 8

5
 Unit 9|
My Lovely Pet
Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1. To learn pet vocabulary
2. To be able to use and understand the expression, “I give him a house.”
3. To practice reading comprehension and word recognition

Power Vocabulary:

ball, bell, blanket, pet, soup

LESSON GUIDE

Before Reading

Have your students look at the picture. Ask them to describe the picture.

Have the students read the ‘Get Ready’ text together.

Get the students engaged by asking, “What did Jenny give me?” “What color is
it??”

-Have the students list to each word and point to the word that they hear.

-Then have them repeat each word.

-Have the students take turn reading each word.

-To help the students understand the meaning of the key words, ask “What sound
does a bell make?” “Name some examples of a pet.”

Reading Sketch 1, Unit 9

1
 During Reading

Have the students listen as they follow along in their books. Let them take turns
reading the story out loud.

Have the students try to think back to the story. Ask the students to close their
books (keeping their place with a pencil).

1. What did she give her pet puppy?

2. What is his name?

After Reading

Try it!

Question: Do you have a pet? Talk about him or her.

Have the students tell each other about their pets. If the students don’t have a pet,
have them talk about a pet that they would like to have.

Extra Item:

Introduce some new animal words by showing a PPT of many different kinds of
pets. Explain to the students that many people around the world have many
different pets. Some people even have pet tarantulas. Ask the students to
describe each new animal.

Mini Check Up

1. The girl has a lovely pet kitten.

2. The girl gives her pet a ball.

Read each question true or false question. Give the students a moment to think.
Then, Read the question again. Have the students either show an O or X with
their arms.

Reading Comprehension

Reading Sketch 1, Unit 9

2
 Have the students complete questions 1-3 based on the reading.

Give the students some tips:

Questions 1&3:

Have the students read each possible answer together. Review each answer to
determine whether or not it fits.

Question 2:

Suggest that the students go back to the story and read the first and last lines.

Pattern Talk

Have the students read the example sentences in the bubbles. Call on a student
and have them choose one of the words in the idea box to complete the sentence.
Ask the student, “What do you give your pet?” Then have the student respond.

Give the students a few moments to work with a partner. Have the pairs practice
taking turns asking each other questions and answering.

Word Power

Have the students look at each picture. Let them draw a line to each correct word.

Have the students check their partner’s answers.

Your Turn

Have the students draw a pet. Then, have them draw or circle what they want to
give their pet. Finally, let them write the names of what they want to give their
pets in the blanks.

Extra Idea:

Play a review game. Let the students choose a partner. Give each pair a set of
cards with the key words on them. Give the pair 15 seconds. One partner will try
to act out the words, while the other guesses which word it is.

Example: BallÆ The partner acting bounces a pretend ball or pretends to throw
something.

Reading Sketch 1, Unit 9

3
 ANSWER KEY: STUDENT BOOK

P40

1. F
2. T

p. 41

1. b
2. a
3. c

p. 42

1. ball
2. bell
3. soup

Reading Sketch 1, Unit 9

4
 ANSWER KEY: WORKBOOK

p. 18

◎ 1. soup
2. bell
3. ball
4. pet

p. 19

3. I give him a blanket.

4. I give him a name.

pet / soup / ball / give / bell

Reading Sketch 1, Unit 9

5
 Unit 10|
Wake Up, Jamie!
Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1. To learn routine vocabulary
2. To be able to use and understand the expression, “You get up at 7 o’clock.
3. To practice reading comprehension and word recognition

Power Vocabulary:

get up, homework, late, lunch, play

LESSON GUIDE

Before Reading

Have your students look at the picture. Ask them to describe the picture.

Have the students read the ‘Get Ready’ text together.

Get the students engaged by asking, “What can they do?” “At what time??”

-Have the students list to each word and point to the word that they hear.

-Then have them repeat each word.

-Have the students take turn reading each word.

-To help the students understand the meaning of the key words, ask “What time
do you get up?” “Do you like to play?”

Reading Sketch 1, Unit 10

1
 During Reading

Have the students listen as they follow along in their books.

Let the students take turns reading the story out loud.

Have the students try to think back to the story. Ask the students to close their
books (keeping their place with a pencil).

1. What time does Jamie get up?

2. What time does she eat lunch
3. What day is today?

After Reading

Reader’s Play

Count the students off from 1-3.

Number one students will play mom, number two students will be the sister, and
number three students will get to be Jamie. Practice. Have the students act out
their parts.

After practicing, choose one of each character to come to the front and act out the
story for the class.

Extra Item:

Ask the students to re-write the story, substituting in their name, and their
activities and the time that they do them. Have a few students share their
stories/schedules with the class.

Mini Check Up

1. Jamie goes to school at 9 o’clock.

2. Jamie can play at 4 o’clock.

Read each question true or false question. Give the students a moment to think.
Then, Read the question again. Have the students either show an O or X with
their arms.

Reading Comprehension

Reading Sketch 1, Unit 10

2
 Have the students complete questions 1-3 based on the reading.

Give the students some tips:

Questions 1&3:

Have the students read each possible answer together. Review each answer to
determine whether or not it fits.

Question 2:

Suggest that the students go back to the story and scan for the words “get up.”

Pattern Talk

Have the students read the example sentences in the bubbles. Call on a student
and have them choose one of the words in the idea box to complete the sentence.
Ask the student, “What time do you do homework?” Then have the student
respond.

Give the students a few moments to work with a partner. Have the pairs practice
taking turns asking each other questions and answering.

Word Power

Have the students look at each picture and fill in the missing letter.

Let the students check their partner’s answers.

Your Turn

Have the students draw their own timetable. What do they do? What time do they
do it?

Extra Idea:

Have the students do a class survey. Ask each student to take out a piece of
notebook paper. Have the students draw a 5X5 chart. The students will ask four
classmates what time they: get up, go to school, do homework, and go to bed.
After everyone has finished, discuss the results.

Name Get up Go to school Do homework Go to bed

Reading Sketch 1, Unit 10

3
 ANSWER KEY: STUDENT BOOK

p. 44

Mini Check Up

1. F
2. T

p. 45

Reading Comprehension

1. c
2. a
3. c

p. 46

Word Power

1. p
2. h
3. w

Reading Sketch 1, Unit 10

4
 ANSWER KEY: WORKBOOK

p. 20

Word Activity

◎ 1. homework
2. lunch
3. late
4. play

p. 21

Writing Practice

3. You do homework at 3 o’clock.

4. It’s Sunday today.

Dictation

late / get / lunch / homework / at

Reading Sketch 1, Unit 10

5
 Unit 11|
The Magnet
Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1. To learn magnet vocabulary
2. To be able to use and understand the expression, “A magnet can’t pull paper.
3. To practice reading comprehension and word recognition

Power Vocabulary:

key, magnet, nail, pin, wood

LESSON GUIDE

Before Reading

Have your students look at the picture. Ask them to describe the picture.

Have the students read the ‘Get Ready’ text together.

Get the students engaged by asking, “What does a magnet pull?” “What can’t it
pull?”

-Have the students listen to each word and point to the word that they hear.

-Then have them repeat each word.

-Have the students take turn reading each word.

-To help the students understand the meaning of the key words, ask “What does a
pin do?” “How do you use a key?”

Reading Sketch 1, Unit 11

1
 During Reading

Have the students listen as they follow along in their books. Have the students
take turns reading the story out loud.

Have the students try to think back to the story. Ask the students to close their
books (keeping their place with a pencil).

1. What does a magnet want to pull?

2. What can a magnet pull?

3. What can’t a magnet pull?

After Reading

Try it!

Look around yourself. What can a magnet pull? Have the students look around
themselves in the classroom and on their desks. See how many things they can
list. Example: a paperclip, a mirror, a hairclip.

Extra Item:

Divide the class up into small groups. Give each group a small plastic bag with a
picture of keys, nails, pins, paper, wood, and pens in it. Have the students pass
the bag around within their group. Play some music. Then, stop the music. When
the teacher stops the music, the student holding the bag will stand up. They will
randomly choose one of the pictures from the bag. They will show the class their
picture and either state, a magnet can or can’t pull ________. If the students can
identify whether a magnet can or can not pull the item in their picture, than they
will get a point.

Mini Check Up

1. A magnet can pull nails.

2. A magnet can’t pull wood.

Read each question true or false question. Give the students a moment to think.
Then, Read the question again. Have the students either show an O or X with
their arms.

Reading Comprehension

Reading Sketch 1, Unit 11

2
 Have the students complete questions 1-3 based on the reading.

Give the students some tips:

Questions 1&3:

Have the students read each possible answer together. Review each answer to
determine whether or not it fits.

Question 2:

Suggest that the students go back to the story and scan for the word “can.”

Pattern Talk

Have the students read the example sentences in the bubbles. Call on a student
and have them choose one of the words in the idea box to complete the sentence.
Ask the student, “What can’t a magnet pull?” Then have the student respond.

Give the students a few moments to work with a partner. Have the pairs practice
taking turns asking each other questions and answering.

Word Power

Have the students look at each and check the correct word.

Let the students check their partner’s answers.

Your Turn

Have the students think about what a magnet can and can’t pull. Ask them to
write and draw each item in the correct box. Review the answers on the board.
(Draw the boxes and label them the way that they appear in the book)

Extra Idea:

Have the students do an experiment. First, have them select a partner to work
with. Give each pair a small magnet (Board magnets). Have them record
whether or not a magnet can pull each chosen item. Ask them to record the
information like this:

A magnet can pull A magnet can’t pull

Then, choose a few pairs to share their answers with the class.

Reading Sketch 1, Unit 11

3
 ANSWER KEY: STUDENT BOOK

p. 48

Mini Check Up

1. T
2. T

p. 49

Reading Comprehension

1. c
2. c
3. a

p. 50

Word Power

1. key
2. wood
3. pin

Reading Sketch 1, Unit 11

4
 ANSWER KEY: WORKBOOK

p. 22

Word Activity

◎ 1. nail
2. wood
3. pin
4. magnet

p. 23

Writing Practice

3. A magnet can’t pull everything.

4. A magnet can’t pull paper.

Dictation

magnet / nails / can / can’t / wood

Reading Sketch 1, Unit 11

5
 Unit 12|
Four Birds in the Forest
Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1. To learn outdoor vocabulary
2. To be able to use and understand the expression, “The first bird sits on a log.”
3. To practice reading comprehension and word recognition

Power Vocabulary:

forest, log, rock, stream, tree

LESSON GUIDE

Before Reading

Have your students look at the picture. Ask them to describe the picture.

Have the students read the ‘Get Ready’ text together.

Get the students engaged by asking, “Where is a log?” “Who sings, “tweet-
tweet?”

-Have the students listen to each word and point to the word that they hear.

-Then have them repeat each word.

-Have the students take turn reading each word.

-To help the students understand the meaning of the key words, ask “What color
is a rock?” “Where can you find a stream?”

Reading Sketch 1, Unit 12

1
 During Reading

Have the students listen as they follow along in their books. Let the students take
turns reading the story out loud.

Have the students try to think back to the story. Ask the students to close their
books (keeping their place with a pencil).

1. How many birds flew in the forest?

2. What does the first bird do? The second? The third? The last?

3. What do they do together?

After Reading

Try it!

Find where the four birds are. Have the students look at the picture, and identify
each bird and what they are doing.

Extra Item:

Play four corners. Designate one corner for each bird (That corner is a tree, etc).
Choose one student to be “it.” The rest of the students will move around the room
very quietly. The “it” student will count down from 10. The other students will
walk and move around the classroom, eventually ending up in one of the corners.
When the student counts down to 1, they will say one of the sentences from story.
(They might say, The third bird sits on a rock.) Then, they should look up and see
who is in that corner. Those students will be out. The last student standing (or
last students according to time) will be the winners.

Mini Check Up

1. The second bird sits on a tree.

2. The last bird sits in a stream.

Read each question true or false question. Give the students a moment to think.
Then, Read the question again. Have the students either show an O or X with
their arms.

Reading Sketch 1, Unit 12

2
 Reading Comprehension

Have the students complete questions 1-3 based on the reading.

Give the students some tips:

Questions 1&3:

Have the students read each possible answer together. Review each answer to
determine whether or not it fits.

Question 2:

Suggest that the students go back to the story and scan for the words, “first bird.”

Pattern Talk

Have the students read the example sentences in the bubbles. Call on a student
and have them choose one of the words in the idea box to complete the sentence.
Ask the student, “Where does the third bird sit?” Then have the student respond.

Give the students a few moments to work with a partner. Have the pairs practice
taking turns asking each other questions and answering.

Word Power

Have the students look at each picture, and draw a line to the correct word.

Let the students check their partner’s answers.

Your Turn

Have the students think about the story. Ask them to draw their own forests in the
box. Choose a few students to show the class their drawings.

Extra Idea:

Introduce some new outdoor words. Example: lake, bush, grass, etc.

Play Pictionary with the students. Divide the class into large groups. Give each a
white board and a marker. Have the students do rock, scissors, paper, to see who
will take their turn first. The first student will think of one of the key words, and
draw a picture of it. The other students in the group will try to guess what it is.

Reading Sketch 1, Unit 12

3
 ANSWER KEY: STUDENT BOOK

p. 52

Mini Check Up

1. T
2. T

p. 53

Reading Comprehension

1. b
2. b
3. c

p. 54

Word Power

1. log
2. forest
3. stream

Reading Sketch 1, Unit 12

4
 ANSWER KEY: WORKBOOK

p. 24

Word Activity

◎ 1. tree
2. forest
3. stream
4. rock

p. 25

Writing Practice

3. The third bird sits on a rock.

4. They sing together, “tweet-tweet.”

Dictation

forest / log / tree / rock / sits

Reading Sketch 1, Unit 12

5
 Unit 13|
My Good Neighbors
Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1. To learn community vocabulary
2. To be able to use and understand the expression, “The doctor works at the
hospital.”
3. To practice reading comprehension and word recognition

Power Vocabulary:

doctor, firefighter, hospital, neighbor, police officer

LESSON GUIDE

Before Reading

Have your students look at the picture. Ask them to describe the picture.

Have the students read the ‘Get Ready’ text together.

Get the students engaged by asking, “What is my dad?” “What does he do?”

-Have the students listen to each word and point to the word that they hear.

-Then have them repeat each word.

-Have the students take turn reading each word.

-To help the students understand the meaning of the key words, ask “What does a
firefighter wear?” “What does a police officer do?”

Reading Sketch 1, Unit 13

1
 During Reading

Have the students listen as they follow along in their books. Let them take turns
reading the story out loud.

Have the students try to think back to the story. Ask the students to close their
books (keeping their place with a pencil).

1. Where does the police officer work?

2. Who does the firefighter help?

3. Where does the doctor work?

After Reading

Try it!

What do the people do in the picture? How do they help us? Point out each
picture. Have the students describe what each person is doing to help.

Extra Item:

Give the students a chance to role-play. Pair the students up and give them a
neighbor role. Give them time to practice. Have a few pairs come to the front and
let the other students guess what neighbor they are portraying.

Mini Check Up

1. The police officer works at the police station.

2. The firefighter is a good neighbor.

Read each question true or false question. Give the students a moment to think.
Then, Read the question again. Have the students either show an O or X with
their arms.

Reading Comprehension

Have the students complete questions 1-3 based on the reading.

Give the students some tips:

Questions 1&3:

Reading Sketch 1, Unit 13

2
 Have the students read each possible answer together. Review each answer to
determine whether or not it fits.

Question 2:

Suggest that the students go back to the story and scan for the words, “firefighter.”

Pattern Talk

Have the students read the example sentences in the bubbles. Call on a student
and have them choose one of the words in the idea box to complete the sentence.
Ask the student, “Where does the police officer work?” Then have the student
respond.

Give the students a few moments to work with a partner. Have the pairs practice
taking turns asking each other questions and answering.

Word Power

Have the students look at each picture, and write the missing letter in each box.

Call on a few students to write the completed word on the board, or to spell it out
loud.

Your Turn

Have the students think about their neighborhoods. What do some of your
neighbors do? Have the students draw three of their neighbors. Then, ask the
students to share about their neighbors with a partner.

Extra Idea:

Introduce a few more jobs to the students.

Example: Baker, singer, teacher

Choose six students to come to the front of the classroom.

Elect one student to act. The remaining students will stand in a line. Put a timer
on the screen (15 seconds). When the time starts to count down, the acting
student will begin looking at the cards, trying to act out the neighbor on the card.
The first student in line will have to try to guess which neighbor is on the card.
Once that student guesses correctly, he or she will return to the end of the line.
The goal is for all students in the line to guess the correct neighbor within the 15
seconds.

Reading Sketch 1, Unit 13

3
 ANSWER KEY: STUDENT BOOK

p. 56

Mini Check Up

1. T
2. T

p. 57

Reading Comprehension

1. a
2. b
3. a

p. 58

Word Power

1. o
2. f
3. c

Reading Sketch 1, Unit 13

4
 ANSWER KEY: WORKBOOK

p. 26

Word Activity

◎ 1. doctor
2. neighbor
3. hospital
4. firefighter

p. 27

Writing Practice

3. The doctor helps us.

4. They are all my good neighbors.

Dictation

police / officer / helps / hospital / neighbors

Reading Sketch 1, Unit 13

5
 Unit 14|
Wendy’s Journey
Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1. To learn water cycle vocabulary
2. To be able to use and understand the expression, “She hikes to a flower.”
3. To practice reading comprehension and word recognition

Power Vocabulary:

fall, hike, hop, roll, water drop

LESSON GUIDE

Before Reading

Have your students look at the picture. Ask them to describe the picture.

Have the students read the ‘Get Ready’ text together.

Get the students engaged by asking, “What did I do?” “What did we do?”

-Have the students listen to each word and point to the word that they hear.

-Then have them repeat each word.

-Have the students take turn reading each word.

-To help the students understand the meaning of the key words, ask “Where can
you hike?” “What animals hop?”

Reading Sketch 1, Unit 14

1
 During Reading

Have the students listen as they follow along in their books.

Have them take turns reading the story out loud.

Have the students try to think of the story. Ask the students to close their books
(keeping their place with a pencil).

1. Where does Wendy fall from?

2. Where does she hike to?

3. What does Melody say?

After Reading

Try it!

Where does Wendy go during her journey? Have the students look at each
picture. Ask the students to identify the line in the story that matches each picture.

Extra Item:

Have the students draw a picture of another place where Wendy could land. Have
them write a sentence describing the picture.

She ________ to /up a _________. Collect the pictures. Share a few with the
class.

Mini Check Up

1. Wendy hikes to a mountain.

2. Wendy rolls up to the land.

Read each question true or false question. Give the students a moment to think.
Then, Read the question again. Have the students either show an O or X with
their arms.

Reading Comprehension

Have the students complete questions 1-3 based on the reading.

Reading Sketch 1, Unit 14

2
 Give the students some tips:

Questions 1&3:

Have the students read each possible answer together. Review each answer to
determine whether or not it fits.

Question 2:

Suggest that the students go back to the story and scan for the words, “fall down.”

Pattern Talk

Have the students read the example sentences in the bubbles. Call on a student
and have them choose one of the words in the idea box to complete the sentence.
Ask the student, “What does Wendy do on her journey?” Then have the student
respond.

Give the students a few moments to work with a partner. Have the pairs practice
taking turns asking each other questions and answering.

Word Power

Have the students look at each picture, and write the missing letter in each box.

Call on a few students to write the completed word on the board, or to spell it out
loud.

Your Turn

Have the students fill in the blanks from the story. Then, have them put the
pictures in order. Review the order by having the students read all together.

Extra Idea:

Have the students draw a bingo box on a blank sheet of paper. Have them draw a
3x3 bingo sheet.

Let the students choose from the words: fall, hike, hop, roll, water drop, baby
plant, smile, Wendy, and Melody. The teacher will read a word, and the students
will circle the word on their bingo sheet. Students should try to get two bingo,
instead of just one bingo. (Bingo two ways instead of just one way)

Reading Sketch 1, Unit 14

3
 ANSWER KEY: STUDENT BOOK

p. 60

Mini Check Up

1. F
2. T

p. 61

Reading Comprehension

1. c
2. b
3. a

p. 62

Word Power

1. h
2. i
3. t

Reading Sketch 1, Unit 14

4
 ANSWER KEY: WORKBOOK

p. 28

Word Activity

◎ 1. hike
2. hop
3. roll
4. fall

p. 29

Writing Practice

3. She rolls up to the land.

4. She hops into a baby plant.

Dictation

water / falls / hikes / rolls / hops

Reading Sketch 1, Unit 14

5
 Unit 15|
Night Lights
Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1. To learn night vocabulary
2. To be able to use and understand the expression,
“I see the moon glowing at night.”
3. To practice reading comprehension and word recognition

Power Vocabulary:

fire fly, light, moon, night, shooting star

LESSON GUIDE

Before Reading

Have your students look at the picture. Ask them to describe the picture.

Extra Item:

Prepare a PPT of night pictures from all over the world. Get the students
attention by showing them pictures of night in a city, on a farm, by the beach, etc.

Have the students read the ‘Get Ready’ text together.

Get the students engaged by asking, “What did I see?” “What time is it?”

-Have the students listen to each word and point to the word that they hear.

-Then have them repeat each word.

-Have the students take turn reading each word.

-To help the students understand the meaning of the key words, ask “Where can
you see the moon?” “What does a fire fly look like?”

Reading Sketch 1, Unit 15

1
 During Reading

Have the students listen as they follow along in their books. Let them take turns
reading the story out loud.

Have the students try to think back to the story. Ask the students to close their
books (keeping their place with a pencil).

1. What does it look like at night?

2. What do you see at night?
3. What is glowing at night?

After Reading

Try it!

Imagine it is a dark night. What can you see? Write or draw a list of what the
students come up with on the board.

Mini Check Up

1. It is bright at night.

2. The boy sees cat’s eyes glowing at night.

Read each question true or false question. Give the students a moment to think.
Then, Read the question again. Have the students either show an O or X with
their arms.

Reading Comprehension

Have the students complete questions 1-3 based on the reading.

Give the students some tips:

Questions 1&3:

Have the students read each possible answer together. Review each answer to
determine whether or not it fits.

Question 2:

Suggest that the students go back to the story and scan for the word, “glows.”

Reading Sketch 1, Unit 15

2
 Pattern Talk

Have the students read the example sentences in the bubbles. Call on a student
and have them choose one of the words in the idea box to complete the sentence.
Ask the student, “What doy you see at night?” Then have the student respond.

Give the students a few moments to work with a partner. Have the pairs practice
taking turns asking each other questions and answering.

Word Power

Have the students look at each picture, and draw a line to the correct matching
word. Have students check each other’s answers.

Your Turn

Ask the students to draw a picture of what they think that night looks like. When
everyone has had a chance to finish their picture, ask a few students to name
some of the things they put in their picture. Draw your classes night sky on the
board.

Extra Idea:

Divide the students into small groups. Give each group a plastic bag with many
letters in it. Each bag will have all the letters needed to make each key word,
plus extra letters in it. When the teacher says a key word, the students will work
together to put some letters from the bag to make the word. They will try to do
this as quickly as they can. The fastest two teams will earn a point.

Reading Sketch 1, Unit 15

3
 ANSWER KEY: STUDENT BOOK

p. 64

Mini Check Up

1. F
2. T

p. 65

Reading Comprehension

1. a
2. a
3. c

p. 66

Word Power

1. night
2. firefly
3. light

Reading Sketch 1, Unit 15

4
 ANSWER KEY: WORKBOOK

p. 30

Word Activity

◎ 1. night
2. light
3. moon
4. shooting star

p. 31

Writing Practice

3. I see cat’s eyes glowing at night.

4. The lights glow in the dark.

Dictation

night / moon / see / glowing / lights

Reading Sketch 1, Unit 15

5
 Unit 16|
What Do We Need?
Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1. To learn needs and wants vocabulary
2. To be able to use and understand the expression, “We need food every day.”
3. To practice reading comprehension and word recognition

Power Vocabulary:

candy, clothes, food, house, vacation

LESSON GUIDE

Before Reading

Have your students look at the picture. Ask them to describe the picture.

Have the students read the ‘Get Ready’ text together.

Get the students engaged by asking, “How do you feel?” “What do you want?”

-Have the students listen to each word and point to the word that they hear.

-Then have them repeat each word.

-Have the students take turn reading each word.

-To help the students understand the meaning of the key words, ask, “Where can
you go on vacation?” “What kind of candy do you like?”

Reading Sketch 1, Unit 16

1
 During Reading

Have the students listen as they follow along in their books.

Have the students to take turns reading the story out loud

Have the students try to think back to the story. Ask the students to close their
books (keeping their place with a pencil).

1. What do we need every day?

2. Sometimes we want…?

After Reading

Try it!

What do you need every day? What do you sometimes want? List the students’
answers on the board.

Extra Item:

Have the students re-write the story, substituting words that express what they
need and want. Choose a few students to share their ideas with their class.

Mini Check Up

1. We need food every day.

2. We need sweet candies every day.

Read each question true or false question. Give the students a moment to think.
Then, Read the question again. Have the students either show an O or X with
their arms.

Reading Comprehension

Have the students complete questions 1-3 based on the reading.

Give the students some tips:

Questions 1, 2, and 3:

Have the students read each possible answer together. Review each answer to
determine whether or not it fits.

Reading Sketch 1, Unit 16

2
 Pattern Talk

Have the students read the example sentences in the bubbles. Call on a student
and have them choose one of the words in the idea box to complete the sentence.
Ask the student, “What do you need?” Then have the student respond.

Give the students a few moments to work with a partner. Have the pairs practice
taking turns asking each other questions and answering.

Word Power

Have the students look at each picture, and draw a line to the matching word.

Have students check their partner’s answers.

Your Turn

Review the difference between needs and wants. Ask the students to finish the
sentences about their needs and wants. Then have them draw a picture of what
they need and want in the pictures.

Extra Idea:

Play class charades with the students. Choose a student at random. Have them act
out a want or need. Let the remaining students guess what that students wants or
needs using a complete sentence. The answer should be said in a complete
sentence.

Example:

Student pretends to lick an ice cream cone. He or she then puts their hands
together pretending to ask their parents for the ice cream. The remaining students
would then have to guess, “I want ice cream.”

Reading Sketch 1, Unit 16

3
 ANSWER KEY: STUDENT BOOK

p. 68

Mini Check Up

1. T
2. F

p. 69

Reading Comprehension

1. c
2. a
3. c

p. 70

Word Power

1. game
2. clothes
3. game

Reading Sketch 1, Unit 16

4
 ANSWER KEY: WORKBOOK

p. 32

Word Activity

◎ 1. clothes
2. food
3. vacation
4. house

p. 33

Writing Practice

3. Sometimes we want games.

4. Sometimes we want sweet candies.

Dictation

food / need / exercise / house / vacation

Reading Sketch 1, Unit 16

5
 Unit 17|
The Mirror Angel
Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1. To learn arts and crafts vocabulary
2. To be able to use and understand the expression,
“Fold the paper into an accordion.”
3. To practice reading comprehension and word recognition

Power Vocabulary:

color, cut, draw, fold, unfold

LESSON GUIDE

Before Reading

Have your students look at the picture. Ask them to describe the picture.

Have the students read the ‘Get Ready’ text together.

Get the students engaged by asking, “What should I draw?” “What should I do to
it?”

-Have the students listen to each word and point to the word that they hear.

-Then have them repeat each word.

-Have the students take turn reading each word.

-To help the students understand the meaning of the key words, ask “What do
you need in order to cut?” “Can you show me what unfold means?”

Reading Sketch 1, Unit 17

1
 During Reading

Have the students listen as they follow along in their books. Have the students
take turns reading the story out loud.

Have the students try to think back to the story. Ask the students to close their
books (keeping their place with a pencil).

1. What was the first step?

2. What do you need to draw?
3. What shouldn’t you cut?

After Reading

Try it!

How many angels can you see in the picture? Have the students count how many
angels they can see.

Extra Item:

Have the students change the story. Instead of being about m asking a mirror
angel, have them choose another craft. Let the students choose a partner and a
topic. Have each pair make new directions for their craft. Choose a few pairs to
present their stories.

Mini Check Up

1. You fold the paper into a flower.

2. You draw a face on your angels then color them.

Read each question true or false question. Give the students a moment to think.
Then, Read the question again. Have the students either show an O or X with
their arms.

Reading Comprehension

Have the students complete questions 1-3 based on the reading.

Give the students some tips:

Have the students read each possible answer together. Review each answer to
determine whether or not it fits.

Reading Sketch 1, Unit 17

2
 Pattern Talk

Have the students read the example sentences in the bubbles. Call on a student
and have them choose one of the words in the idea box to complete the sentence.
Ask the student, “How can I make a mirror angel?” Then have the student
respond.

Give the students a few moments to work with a partner. Have the pairs practice
taking turns asking each other questions and answering.

Word Power

Have the students look at each picture, and check the correct box. Have the
students check each other’s answers.

Your Turn

Give the students a few moments to look at the pictures of the steps to making a
mirror angel. Then, let them number them according to the story. To review, read,
“Step number one…” The students should then read the sentence from the story
that matches the picture they labeled one.”

Extra Idea:

Divide the class into groups. Give each group a plastic bag with instructions to
make something inside. The instructions will be all mixed up. When the teacher
says start, the students will quickly work together to try to put the directions in
order. The fastest team to put their directions in the correct order will be the
winner!

Reading Sketch 1, Unit 17

3
 ANSWER KEY: STUDENT BOOK

p. 72

Mini Check Up

1. F
2. F

p. 73

Reading Comprehension

1. c
2. b
3. a

p. 74

Word Power

1. draw
2. fold
3. cut

Reading Sketch 1, Unit 17

4
 ANSWER KEY: WORKBOOK

p. 34

Word Activity

◎ 1. Color
2. Draw
3. cut
4. Fold

p. 35

Writing Practice

3. Don’t cut the feet and hands.

4. Draw clothes on you angels.

Dictation

angel / Fold / Draw / Cut / Unfold

Reading Sketch 1, Unit 17

5
 Unit 18|
The Four Seasons
Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1. To learn seasons vocabulary
2. To be able to use and understand the expression,
“In spring, the flowers bloom.”
3. To practice reading comprehension and word recognition

Power Vocabulary:

bloom, fall, spring, summer, winter

LESSON GUIDE

Before Reading

Have your students look at the picture. Ask them to describe the picture.

Have the students read the ‘Get Ready’ text together.

Get the students engaged by asking, “What turns red?” “What season is it?”

-Have the students listen to each word and point to the word that they hear.

-Then have them repeat each word.

-Have the students take turn reading each word.

-To help the students understand the meaning of the key words, ask “What
season is hot?” “In what season does snow fall?”

Reading Sketch 1, Unit 18

1
 During Reading

Have the students listen as they follow along in their books. Let them take turns
reading the story out loud.

Have the students try to think back to the story. Ask the students to close their
books (keeping their place with a pencil).

1. What happens in spring?

2. When do the trees become greener?
3. When do children make snowballs?

After Reading

Try it!

What is your favorite season? Why is it your favorite season? Discuss favorite
seasons with the class.

Extra Item:

Have the students choose one of the seasons in the story, and draw a picture of it.

Example: If a student chose fall, they would draw many trees with leaves that are
red and yellow.

Mini Check Up

1. The flowers bloom in spring.

2. The children make snowballs in winter.

Read each question true or false question. Give the students a moment to think.
Then, Read the question again. Have the students either show an O or X with
their arms.

Reading Comprehension

Have the students complete questions 1-3 based on the reading.

Give the students some tips:

Have the students read each possible answer together. Review each answer to
determine whether or not it fits

Reading Sketch 1, Unit 18

2
 Pattern Talk

Have the students read the example sentences in the bubbles. Call on a student
and have them choose one of the words in the idea box to complete the sentence.
Ask the student, “What happens in winter?” Then have the student respond.

Give the students a few moments to work with a partner. Have the pairs practice
taking turns asking each other questions and answering.

Word Power

Have the students look at each picture, and write the missing letter in each box.

Call on a few students to write the completed word on the board, or to spell it out
loud.

Your Turn

Give the students some time to complete this exercise. Students will draw
pictures of things that remind them of each season.

Extra Idea:

To help review the seasons, play a “Guess the Season” game. Choose two
students. Have them stand facing the class. Give each of them a bell. Slowly
describe a season. The first student to name the correct season will earn a point.

Reading Sketch 1, Unit 18

3
 ANSWER KEY: STUDENT BOOK

p. 76

Mini Check Up

1. T
2. T

p. 77

Reading Comprehension

1. c
2. c
3. b

p. 78

Word Power

1. u
2. w
3. f

Reading Sketch 1, Unit 18

4
 ANSWER KEY: WORKBOOK

p. 36

Word Activity

◎ 1. winter
2. bloom
3. summer
4. fall

p. 37

Writing Practice

3. In winter, the white snow falls.

4. The children make snowballs.

Dictation

spring / bloom / summer / fall / turn

Reading Sketch 1, Unit 18

5
 Unit 19|
It’s the Energy!
Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1. To learn energy vocabulary
2. To be able to use and understand the expression, “What makes a car run?”
3. To practice reading comprehension and word recognition

Power Vocabulary:

fly, glider, oil, run, sun

LESSON GUIDE

Before Reading

Have your students look at the picture. Ask them to describe the picture.

Have the students read the ‘Get Ready’ text together.

Get the students engaged by asking, “Energy makes what turn on?”

-Have the students listen to each word and point to the word that they hear.

-Then have them repeat each word.

-Have the students take turn reading each word.

-To help the students understand the meaning of the key words, ask “Can you
name something that flies?” “Where can you find the sun?”

Reading Sketch 1, Unit 19

1
 During Reading

Have the students listen as they follow along in their books.

Have the students try to think back to the story. Ask the students to close their
books (keeping their place with a pencil).

1. What makes a glider fly?

2. What makes things move?
3. Energy comes from…?

After Reading

Try it!

What kind of energy do you use at home? Have the students list some things that
need energy; list them on the board.

Extra Item:

Prepare several household items. Put them in a big box. Divide the class into two
groups. Have each group choose 10 pictures. Then, give each group time to look
at the pictures. Ask them to determine which items they believe need energy. The
group that chooses the most correct pictures will win.

Mini Check Up

1. Energy makes a car run.

2. Energy makes a train move.

Read each question true or false question. Give the students a moment to think.
Then, Read the question again. Have the students either show an O or X with
their arms.

Reading Comprehension

Have the students complete questions 1-3 based on the reading.

Give the students some tips:

Have the students read each possible answer together. Review each answer to
determine whether or not it fits.

Reading Sketch 1, Unit 19

2
 Pattern Talk

Have the students read the example sentences in the bubbles. Call on a student
and have them choose one of the words in the idea box to complete the sentence.
Ask the student, “What makes a glider fly?” Then have the student respond.

Give the students a few moments to work with a partner. Have the pairs practice
taking turns asking each other questions and answering.

Word Power

Have the students look at each picture, and check the correct box. Let the
students check their partner’s answers.

Your Turn

Give the students a few moments to complete the exercise. They need to think of
things that get energy from oil, the sun, and wind. Draw the diagram in the book
on the board. Choose a few students to draw what they drew in their books.

Extra Idea:

Give the students a review quiz. Ask the students to take out a blank piece of
paper, and number it from 1-5. Read some true and false statements. Example:
Trains need energy to move. Energy makes things big.

Reading Sketch 1, Unit 19

3
 ANSWER KEY: STUDENT BOOK

p. 80

Mini Check Up

1. T
2. T

p. 81

Reading Comprehension

1. b
2. a
3. b

p. 82

Word Power

1. run
2. oil
3. train

Reading Sketch 1, Unit 19

4
 ANSWER KEY: WORKBOOK

p. 38

Word Activity

◎ 1. sun
2. run
3. glider
4. oil

p. 39

Writing Practice

3. Energy makes things move.

4. Where do we get energy from?

Dictation

run / makes / glider / Energy / gas / sun

Reading Sketch 1, Unit 19

5
 Unit 20|
Summer Is Coming!
Reading Sketch:Teacher’s’sGuide

Unit Objectives: Students will

1. To learn summertime vocabulary
2. To be able to use and understand the expression, “Let’s swim in the pool.”
3. To practice reading comprehension and word recognition

Power Vocabulary:

fish, lake, pool, swim, and swing

LESSON GUIDE

Before Reading

Have your students look at the picture. Ask them to describe the picture.

Have the students read the ‘Get Ready’ text together.

Get the students engaged by asking, “What season is it?” “Let’s swim in the?”

-Have the students listen to each word and point to the word that they hear.

-Then have them repeat each word.

-Have the students take turn reading each word.

-To help the students understand the meaning of the key words, ask “Do you
have a pool?” “Can you swim?”

Reading Sketch 1, Unit 20

1
 During Reading

Have the students listen as they follow along in their books.

Call on students to read out loud.

Have the students try to think back to the story. Ask the students to close their
books (keeping their place with a pencil).

1. What shall we do this summer?

2. What should we do first?
3. Is it going to be a boring summer?

After Reading

Reader’s Theatre

Number off the students from 1-3. Assign number one students to be Dad,
number two students to be Emma, and number three students to be Ben. Begin
practicing the role-play. Have all students read when it is their turn.

Finally, when students have had some practice, choose three students to act out
their parts in front of the class.

Extra Item:

Ask students to come up with some other summer items. Summer is around the
corner, so they will have some ideas fresh in their minds. Have the students share
their summer plans with the class. Make a list of the items, and determine what
most of the students will be doing during the summer!

Mini Check Up

1. Ben wants to swim in the pool.

2. Dad wants to fish in the lake.

Read each question true or false question. Give the students a moment to think.
Then, Read the question again. Have the students either show an O or X with
their arms.

Reading Sketch 1, Unit 20

2
 Reading Comprehension

Have the students complete questions 1-3 based on the reading.

Give the students some tips:

Have the students read each possible answer together. Review each answer to
determine whether or not it fits

Pattern Talk

Have the students read the example sentences in the bubbles. Call on a student
and have them choose one of the words in the idea box to complete the sentence.
Ask the student, “What shall we do this summer?” Then have the student respond.

Give the students a few moments to work with a partner. Have the pairs practice
taking turns asking each other questions and answering.

Word Power

Have the students look at each picture, and draw a line to the matching word. Let
the students check their partner’s answers.

Your Turn

Ask the students to imagine what they want to do this summer. Have them draw a
picture of what they will do. They can also write a sentence or two about what
they will do on the lines.

Extra Idea:

Prepare a telepathy PPT game. Put four pictures of summer activities on each
slide. Show the activities to the students. After giving the students a moment to
guess which activity you have chosen, take one of the activities away (using
power point animation). The students who guessed correctly will have to say,
“Let’s _____.” Those students will then get a point.

Reading Sketch 1, Unit 20

3
 ANSWER KEY: STUDENT BOOK

p. 84

Mini Check Up

1. F
2. T

p. 85

Reading Comprehension

1. b
2. a
3. a

p. 86

Word Power

1. swim
2. fish

3. swing

Reading Sketch 1, Unit 20

4
 ANSWER KEY: WORKBOOK

p. 40

Word Activity

◎ 1. fish
2. swing
3. lake
4. swim

p. 41

Writing Practice

3. Let’s fish in the lake!

4. Let’s swing in a tree!

Dictation

summer / swim / lake / Let’s / Swinging

Reading Sketch 1, Unit 20