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Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
Reading works!1 tm_unit1-watermark
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Reading works!1 tm_unit1-watermark

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  • 1. Unit 1 Knowing Myself Chapter 1 Discovering Me Lesson 1 I Am SpecialI. Hits At the end of this lesson, the pupils should be able to 1. match words that rhyme; 2. distinguish consonants from vowels by naming them; 3. identify short and long vowel sounds; and 4. read familiar words with short vowel sounds.II. RSS Feed A. Title of the Selection: Special Like Me B. Values Integration: appreciation of oneself and what one has C. Materials: song poster of “If You’re Special” and “Apples and Bananas,” alphabet flash cards, pictures of consonant-vowel-consonant (CVCs) wordsIII. Live Streaming 1. Read aloud the poem in Connect with the pupils. 2. Ask the pupils to read aloud the word pairs listed in Connect. Afterward, ask them if they noticed anything about the ending sound of the word pairs. Explain that each pair of words has the same ending sound. Ask them to identify the ending sound in each word pair. 3. Ask some pupils to come up with their own pairs of rhyming words. Remind them that the words in each pair should have the same ending sound. 4. Allot five to seven minutes for the pupils to answer the exercise in Search. Check their answers before proceeding to the selection. 5. Read aloud the poem “Special Like Me” with the class.
  • 2. 6. Ask the pupils to name the things that they can do. Ask some pupils to demonstrate these actions in class. Then compare their actions to those of animals using the following guide questions: • How do animals move? (Ask the pupils to name some animals and have them demonstrate the movement of the animals they have identified.) • What are the things that animals can do? • How are we different from animals? • What are the things that you can do that animals cannot do? 7. Unlock the word special. Associate the word with the following concepts: • clothes that people wear on special occasions such as their birthday • food that families prepare for celebrations • days when there is no school because of special events/occasions 8. Suggested engagement activity: Sing “If You’re Special” to the tune of “If You’re Happy and You Know It” with the class. If you’re special and you know it, clap your hands. (2x) If you’re special and you know it, tell the world that you can show it, If you’re special and you know it, clap your hands! 9. Let the pupils answer the comprehension questions in Click on their own to gauge their understanding of the poem. Process the questions afterward by asking the pupils to share their answers. 10. Discuss consonants and vowels. Use the alphabet flash cards to guide the class in identifying consonants and vowels. 11. Discuss short and long vowel sounds. Guide the class in reading the words listed in Link.2 Reading Works! 1
  • 3. 12. Allot five to seven minutes for the pupils to answer Activity 1. Let the students check their own work as you discuss the correct answers. 13. You may teach the song “Apples and Bananas” so that the class will learn how to produce the short a sound. I like to eat, eat, eat, apples and bananas. (4x) 14. List word pairs like things/wings, sing/sting on the board. Ask the class to compare the words in each pair. 15. Define what rhyme means. Say that these are words that have the same ending sound. 16. Give other examples of words that rhyme. Use words with short and long vowel sounds. 17. Ask the pupils to do Activity 2. Check their work afterwards. 18. Have the pupils pair up to work on the activity in Upload. When they are finished, call on each pair to present the poem they created. Make sure that everyone in the class listens to those who are presenting in front of the class.IV. Update • http://www.roythezebra.com/reading-games-words-that-rhyme.html • http://pbskids.org/lions/games/stacker.html Teacher’s Manual 3
  • 4. Lesson 2 I Recognize How I FeelI. Hits At the end of this lesson, the pupils should be able to 1. recognize emotions; 2. identify the emotion described in a text; 3. make masks to show different feelings; and 4. work cooperatively with classmates on a given task.II. RSS Feed A. Title of the Selection: I Feel Good B. Values Integration: 1. belief in one’s self 2. helpfulness 3. sharing of one’s feelings with others C. Materials: for the mask-making activity: paper plate, markers or crayons, string or rubber bands, scissorsIII. Live Streaming 1. Write the words mad and sad on the board. Ask the pupils to tell in their own words what each word means. Ask them to use each word in a sentence. 2. Use probing questions to unlock the vocabulary word feelings/emotions: • Are you sad/mad today? • What makes you sad/mad? • Can you show a sad/mad face? • What do you call being sad/mad? (feelings/emotions) • What are other feelings/emotions that you can show? 3. After the discussion, ask the class to do the activity in Connect. 4. Allot five to seven minutes for the pupils to answer Search. Check their answers before proceeding to the selection. 5. Read aloud the poem “I Feel Good” with the class. You may divide the class into two groups and assign each group to read aloud one stanza. Ask the pupils to come up with actions or gestures that they can do as they recite the poem.4 Reading Works! 1
  • 5. 6. Identify and say the activities mentioned in the poem. Ask the pupils to raise their hand if they can do each activity that you said. 7. Ask the pupils to answer the questions in Click. 8. You may ask other questions to check the pupils’ comprehension of the selection such as • What are some other things that you can do on your own? • How does this make your parents feel? • What are the things that you can teach your friends to do? 9. When they are done answering the questions, pair up the pupils and allow them to share and discuss their answers with their partner.10. Discuss the topic in Link. You may ask the pupils to share stories on poems that make them feel different emotions.11. Guide the pupils in accomplishing the activities in Link. After each activity, let the pupils share and discuss their answers with a partner.12. Review the different kinds of feelings/emotions. Ask the pupils to name them one by one.13. Show a mask that you have made in advance. Go over the instructions on how to make a mask given in Upload and guide the pupils in making their own masks. Have a sharing of masks in class.Enrichment: 1. Sing the song “If You’re Happy and You Know It.” If you’re happy and you know it, clap your hands. (2x) If you’re happy and you know it, Teacher’s Manual 5
  • 6. Then your face will surely show it. If you’re happy and you know it, clap your hands. 2. In the next two rounds of the song, replace happy/clap your hands with sad/dry your eyes and mad/stomp your feet. 3. After singing, divide the class into five groups. Assign each group a scenario showing a particular emotion/feeling by drawing lots. Ask the class to guess the feeling/emotion showed by each group. The following are the scenarios to be acted out by the groups. • Scenario 1: A pupil sneaks behind a classmate and surprises him or her. (surprised) • Scenario 2: A person is watching a sad movie. (sad) • Scenario 3: A person drops a cup or a vase and breaks it. (scared/ afraid/frightened) • Scenario 4: A person wins in a contest. (happy) • Scenario 5: A pupil takes a classmate’s bag without permission. (mad)IV. Update http://www.roythezebra.com/reading-games-words-that-rhyme.html6 Reading Works! 1
  • 7. Lesson 3 I Take Care of MyselfI. Hits At the end of this lesson, the pupils should be able to 1. connect actions to their effects; 2. maintain cleanliness in themselves and in their surroundings; 3. tell what a sentence is; 4. identify the different kinds of sentence; and 5. write simple sentences using correct punctuation marks.II. RSS Feed A. Title of the Selection: Keep It Clean B. Values Integration: 1. proper hygiene 2. responsibility 3. self-importance C. Materials: pairs of pictures that show actions and their corresponding resultsIII. Live Streaming 1. Let the pupils answer the exercise in Connect. 2. Explain to the pupils that all actions have their corresponding results. Use the picture pairs to demonstrate this. Randomly arrange the action pictures and result pictures in separate columns. Then call on pupils to match each action picture with its corresponding result picture. Afterward, proceed to checking the pupils’ answer to the Connect exercise. 3. Before doing the Search exercise, unlock the vocabulary words itch, sweat, and germs using the following guide questions: a. Itch • What happens when a mosquito bites you? • When you start to itch, what do you do? b. Sweat • How do you exercise? • What happens to your skin while you exercise? Teacher’s Manual 7
  • 8. • When you are already covered in sweat, what should you do? c. Germs • What do all dirty things have? • How can dirty things make us sick? • Why is it important to wash your hands before eating? 4. After unlocking the words, ask the class to answer the exercise in Search. 5. Ask the class to read the selection “Keep It Clean” quietly as you read it aloud to them. 6. Discuss the selection by asking the pupils to talk about how they prepare for school. 7. Let the pupils answer the comprehension questions in Click on their own to gauge their understanding of the selection. Process the questions afterward by asking them to share their answers. 8. You may use Darren and Sara’s conversation from Download to introduce the kinds of sentences. 9. Ask the pupils to describe Darren and Sara. Ask what they are talking about. 10. Say that sentences are used to talk about things around us. 11. Discuss the different kinds of sentences and give an example for each. Ask the pupils to make their own sentences. 12. Write the sentences on the board. Ask the pupils to look at the end marks of each sentence. Introduce the period, question mark, and exclamation point. Explain how to use these punctuation marks properly. 13. Ask the pupils to answer the activites in Link. Check their work afterward. 14. Guide the class in doing the Upload activity.IV. Update • http://a4esl.org/q/j/ck/ed-punct01.html • http://www.quia.com/rr/11505.html8 Reading Works! 1
  • 9. Lesson 4 I Am Thankful for Being MeI. Hits At the end this the lesson, the pupils should be able to: 1. identify the weather; 2. prepare for a particular weather; and 3. make predictions using details from a given situation.II. RSS Feed A. Title of the Selection: My Big Sister B. Values Integration: 1. pride of oneself 2. responsibility 3. appreciation and acknowledgement of one’s capabilities C. Materials: an inflatable ball, picture of a stormy dayIII. Live Streaming 1. Guide the pupils in answering the exercise in Connect. Discuss the correct answers afterward. 2. Talk about the weather. Ask the students to identify the different kinds of weather in the Philippines. 3. Discuss briefly what people do during a particular type of weather. 4. Show a picture of a stormy day. Ask the pupils to identify the weather in the picture and describe what happens during such weather. 5. Ask the class to answer the exercise in Search. Explain each vocabulary word as you check the exercise with the class. 6. Ask the pupils to listen as you read aloud the selection “My Big Sister.” 7. After reading the selection, ask probing questions to measure how well the pupils understood what they have heard. Ask about the children in the story, what happened during the night, what Mandy did to help Josh, what Josh felt after the events in the story, etc. Teacher’s Manual 9
  • 10. 8. Let the pupils answer the comprehension questions in Click on their own to gauge their understanding of the selection. Process the questions afterwards by asking them to share their answers. 9. Perform this simple experiment in class. a. Show the pupils an inflatable ball. Call on some pupils to predict what will happen if you throw the ball towards them. (The ball will hit someone and that person may get hurt or catch the ball instead.) Throw the ball to a pupil to demonstrate the result. b. Retrieve the ball. Call on some pupils to predict what will happen if you roll the ball towards them. (The ball will touch someone but not hurt him or her.) Roll the ball toward a pupil to demonstrate the result. c. Retrieve the ball. This time, call on some pupils to predict what will happen to the ball if the air spout on the inflatable ball is left open. (Air will exit the ball and the ball will lose its shape.) Open the air spout to demonstrate the result. d. Explain the concept of predicting outcomes. Explain that we can easily predict the result of some actions and conditions. e. Ask the pupils to answer the exercise in Link. Check their answers afterwards. 10. Guide the class in doing the Upload activity.IV. Update http://www.testdesigner.com/questions/Making_Predictions/Grade_1 (Web site last accessed on 8 September 2011)10 Reading Works! 1
  • 11. Chapter 2 Proud to Be Me Lesson 1 Me and My FamilyI. Hits At the end of this lesson, the pupils should be able to 1. identify the members of a family; 2. identify characters in a story; and 3. unlock vocabulary words by using context clues.II. RSS FEED A. Title of the Selection: A New Baby Brother B. Values Integration: 1. appreciation of oneself and one’s family 2. cooperation 3. love for oneself and one’s family C. Material: song poster of “Where Are the Members of the Family”II. Live Streaming 1. Sing “Where Are the Members of the Family?” to the tune of “Where Is Thumbkin?” Tell the pupils to raise a finger on their hand for each member of the family mentioned in the song. Where is father? (2x) Here I am. (2x) How are you this morning? Very well, I thank you. Run away! (2x) 2. In the next four rounds of the song, change father to mother, brother, sister, and baby. 3. Have the pupils answer the exercise in Connect. Check their answers afterwards. Teacher’s Manual 11
  • 12. 4. Unlock vocabulary words by asking the pupils to answer Search. Discuss the correct answers with the class afterward. 5. Ask the pupils to listen as you read aloud the selection “A New Baby Brother.” 6. After reading the selection, ask probing questions to measure how well the pupils understood what they have heard. 7. Let the pupils answer the comprehension questions in Click on their own to gauge their understanding of the selection. Process the questions afterward by asking them to share their answers. 8. Explain to the pupils that characters are the people, animals, or other creatures in a story. Ask them to identify the characters in the selection. 9. Tell the pupils to answer the exercises in Link. For Activity 2, have them read the passage aloud before answering the questions that follow. Check their answers afterward. 10. Guide the class in doing the Upload activity. You may call on some pupils to present their work in the class.IV. Update • http://www.learner.org/interactives/story/characters.html12 Reading Works! 1
  • 13. Lesson 2 I Spend Time with My FamilyI. Hits At the end of this lesson, the pupils should be able to 1. identify significant details about a person; 2. analyze characters according to how they appear in the selection; 3. show enthusiasm in performing class activities; and 4. show cooperation in group work/activities.II. RSS Feed A. Title of the Selection: A Special Day B. Values Integration: 1. love for family 2. quality time with the family C. Materials: a table showing the characteristics of a father and a motherIII. Live Streaming 1. Show the pupils a table detailing the characteristics of a father and a mother. Discuss the chart with the class. 2. Ask the pupils to create a similar table featuring their mother or father. You may give this as an assignment. You may also ask the pupils to write their tables on a sheet of cartolina. 3. Unlock vocabulary words by asking the pupils to answer Search. Discuss the correct answers with the class afterward. 4. Introduce the selection by asking the pupils to name activities that they do with their families. Call on some pupils to share their experiences. 5. Ask the pupils to read the selection quietly. Teacher’s Manual 13
  • 14. 6. Let the pupils answer the comprehension questions in Click on their own to gauge their understanding of the selection. Process the questions afterward by asking them to share their answers. 7. Talk about the characters from the selection. Ask the pupils to describe the characters according to what the selection tells about them. 8. Discuss character analysis. Explain that analyzing characters is a way of knowing the characters more. This helps the reader understand the story better by making the relationships between the characters clearer to the reader. 9. Guide the students in answering the exercises in Link. 10. To reinforce the concept learned, divide the class into four groups. Explain the rules in playing charades. Remind the pupils that members in each group should take turns acting out the items to be guessed.IV. Update http://www.ehow.com/how_5193299_analyze-fictional-character.html14 Reading Works! 1
  • 15. Lesson 3 My Family Helps MeI. Hits At the end of this lesson, the pupils should be able to 1. develop concern for family members; 2. identify the problem and the solution in a story; and 3. give possible solutions to a problem.II. RSS Feed A. Title of the Selection: Lost and Found B. Values Integration: 1. love for family 2. helpfulness C. Materials: a picture of a duck; blindfoldIII. Live Streaming 1. Guide the pupils in doing the activity in Connect. 2. Unlock vocabulary words by asking the pupils to answer Search. Discuss the correct answers with the class afterward. 3. Show a picture of a duck. Ask the pupils where ducks are usually found and what they like to do. Ask them what baby ducks are called. 4. Ask the pupils to read the dialogue between Sara and Darren to introduce a simple example of a problem and a solution. 5. Tell the pupils to read silently as you read aloud the selection “Lost and Found.” 6. Let the pupils answer the comprehension questions in Click on their own to gauge their understanding of the selection. Process the questions afterward by asking them to share their answers. 7. Call on some pupils to recall specific details about the selection, starting with the characters. Ask the pupils to identify the main problem in the story and how it was resolved. 8. Discuss the elements of problem and solution in a story. Explain that these elements drive the action in a story by giving the characters something to do. Teacher’s Manual 15
  • 16. 9. Guide the pupils in answering the activities in Link. Discuss their answers afterward. Enrichment: Have the pupils play the Twisted Arms Game. a. Assign a pupil to be the solution maker. Tell the rest of the class to hold hands and form a big circle. b. Blindfold the solution maker. Then direct the pupils in the circle to go over and under each other’s arms without breaking the circle until they form a twisted mass. c. Remove the blindfold from the solution maker and instruct him or her to untwist the mass without breaking the circle. 10. Guide the class in doing the Upload activity. Tell the pupils to present their work in class.IV. Update http://www.readingquest.org/strat/problem.html16 Reading Works! 1
  • 17. Lesson 4 I Am Thankful for My FamilyI. Hits At the end of this lesson, the pupils should be able to 1. recall information from a text they have read; 2. identify the characters in a story by naming them; 3. arrange words alphabetically; and 4. show concern for a sick loved one by making a get-well card.II. RSS Feed A. Title of the Selection: Oh No! Mom is Sick! B. Values Integration: 1. love for oneself and for family 2. cooperation C. Materials: bond paper or cartolina, art paper, colored pens, crayons, scissors, glue, and other materials for the get-well cardIII. Live Streaming 1. Start the lesson by letting the pupils answer the questions in Connect. Have a sharing of answers afterward. 2. Unlock vocabulary words by asking the pupils to answer Search. Discuss the correct answers with the class afterward. 3. Before reading the selection, ask the pupils if they have ever been very sick. Call on some pupils to share their experiences when they were sick. Ask the volunteers to recall what their family members did to help them get well. Then ask the pupils to read the selection quietly. 4. Tell the pupils to answer the comprehension questions in Click on their own to gauge their understanding of the selection. Process the questions afterward by asking them to share their answers. 5. Begin the discussion on alphabetizing by asking the pupils to recite the alphabet. 6. Write the letters A, B, C, D, and E in a column on the board. Then point on a Teacher’s Manual 17
  • 18. letter and call on a student to name a word that begins with that letter. Write the word beside the letter. 7. Afterwards, ask the students to take note of the arrangement of the words. Ask them why the word that begins with the letter A comes first in the list, the word that begins with letter B comes second, and so on. Explain that the method of arranging words according to the order of the letters in the alphabet is called alphabetizing. 8. Discuss the guidelines in arranging words alphabetically. Then guide the pupils in answering the in Link exercises. 9. Guide the pupils in making a get-well card for a sick love one. Tell them to write words of encouragement and wish to get well soon. Encourage creativity in doing the cards. Refer them to Upload for additional instructions.IV. Upload http://henryanker.com/Language/Language_Skills/Alphabetizing/ Alphabetizing_Set_1.swf18 Reading Works! 1
  • 19. ANSWER KEY Unit 1 Chapter 1Lesson 1: I Am SpecialSearch1. bite2. sing3. rabbits4. hop5. unlikeClick1. Any three of the following: Birds, bunnies, kangarooes, frogs, bees, beetles, bugs2. Kangaroos – hop; frogs – leap; bees – buzz, fly, sting; and birds – hum, sing, fly3–6. (Check the pupils’ answers.)LinkActivity 11. cup2. bug/bee3. kite4. sun Teacher’s Manual 19
  • 20. Activity 21. pet2. Mat3. big4. dig5. runLesson 2: I Recognize How I FeelSearch1. surprised2. happyClick1. The person in the poem can do many things on his or her own.2. Comb his or her hair, put on a cap, brush his or her teeth, eat by himself or herself, pack his/her things, feed his or her pet cat, give his or her water3. Possible answer: Packing away things like toys. (Check the pupils’ answers.)4–6. (Check the pupils’ answers.)LinkActivity 11. Possible answer: The story makes me mad.2. Possible answer: The story makes me scared.3. Possible answer: The story makes me sad.Activity 2(Check the pupils’ answers.)20 Reading Works! 1
  • 21. Lesson 3: I Take Care of MyselfConnectPossible answer:1. My teeth will get strong, white, and shiny.2. I will grow healthy and strong. (Check other answers.)SearchObjects to be colored: soap, water, towel, and shampooClick1. Kassey took a bath.2. Kassey took a bath, brushed her teeth, and combed her hair.3. Margaret forgot to bathe before going to bed. She did not sleep well because she felt itchy.4. The body will become dirty and itchy.5. Possible answer: Eat healthy food and get enough sleep. (Check other answers.)LinkActivity 1(Check the pupils’ answers.) Teacher’s Manual 21
  • 22. Activity 21. !2. .3. ?4. .5. !Lesson 4: I Am Thankful for Being MeConnect1. a2. b3. bSearch1. b2. c3. aClick1. The children in the story are Mandy and Josh.2. There was a storm.3. The sound of thunder scared Josh.4. Josh was scared.5. Yes, because Mandy was there to comfort him.6. (Check the pupils’ answers.)22 Reading Works! 1
  • 23. LinkActivity 11. The flower will wilt.2. Jan will be hungry at work and will not have the energy to do his work.3. Ron will excitedly run outside to see if the delivery is for him.Activity 2Possible answers:1. Jay will flunk his test.2. His parents will scold him.3. He will not be able to watch TV again during school days.(Check other answers.)Chapter 2Lesson 1: Me and My FamilyConnect1. e2. a3. d4. c5. b Teacher’s Manual 23
  • 24. Search1. crib2. diaper3. yawn4. whisperClick1. The characters are Kaye, her parents, and her baby brother.2. The new member of the family was Kaye’s baby brother.3. She was excited to see her baby brother.4. Kaye promised to take care of her brother by preparing his milk bottle, playing with him, and watching him sleep.5. Possible answer: Yes, because it shows that Kate welcomes her new brother. (Check other answers.)LinkActivity 11. frog2. pilot3. birdActivity 21. The characters are Grace, her brother, and her best friend.2. Grace’s brother3. Grace’s best friend4. Grace forgets things.5. Possible answer: I will keep it somewhere safe. (Check other answers.)24 Reading Works! 1
  • 25. Lesson 2: I Spend Time with My FamilySearch1. big bag2. mat3. the picture of the family having picnicClick1. The characters are Neng, Tatay Ted, Nanay Lilia, and Kuya Mong.2. They went to the park to have a picnic.3. They brought a picnic mat, a basket of food, and a jug with juice.4. Neng called it a special day because her family got together and went on a picnic.5–6. (Check the pupils’ answer.)LinkActivity 11. The main character in the passage is an old woman.2. She walks slowly and her vision is not clear.3. The character is described as such because she is old.4. A man helped her cross the street.5. Possible answer: The man is helpful.Activity 2(Check the pupils’ descriptions.) Teacher’s Manual 25
  • 26. Lesson 3: My Family Helps MeSearch1. a2. a3. b4. bClick1. The characters are Mother Duck, her ducklings, and Mrs. Cow.2. Mother Duck took her ducklings to the pond.3. It was a good day.4. One of her ducklings was missing.5. The missing duckling was sleeping.6. (Check the pupils’ answers.)LinkActivity 11. Problem: ... It was starting to rain... the decorations will get wet. Solution: a2. Problem: One of your friends trips and begins to cry. Solution: b3. Problem: But the faucet breaks and the water keeps on flowing. Solution: a4. Problem: Your mother is sleeping. Solution: c5. Problem: She has a problem and wants to share it with you. Solution: b26 Reading Works! 1
  • 27. Activity 2Possible answer:1. sleep easily the night before2. use an umbrella when going out to buy medicine3. rest and take medicineLesson 4: I Am Thankful for My FamilySearch1. shut 4. sigh2. supper 5. couch3. singleClick1. The characters are Sid, his mom, his dad, and his sister.2. Sid felt that his mother’s hand was warm. Her mom also looked so tired and sleepy.3. Sid felt worried and concerned.4. Sid called his dad to ask for help.5. Sid and his sister washed the dishes and cleaned the dining room.6. (Check the pupils’ answer.)LinkActivity 11. bug, doll, fish 2. apron, gown, pants 3. bag, book, pencilActivity 2(Check the pupils’ answers.) Teacher’s Manual 27
  • 28. Unit TestA. 1. b 2. a 3. c 4. a 5. cB. 1. a 2. c 3. b 4. c 5. aC. 1. b 2. a 3. d 4. c 5. aD. 1. and, day, wig 2. go, no, so 3. make, rake, take 4. elf, king, nail 5. happy, mad, sadE. 1. a 2. c 3. d 4. a28 Reading Works! 1

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