PR1ME ENGLISH Reading Comprehension Skills L4 TG_LR

SCHOLASTIC TM READING SKILLSCOMPREHENSION Level 4 Teacher’s Guide Reading Skill 1 Character, setting, plot, mood and theme Unit 1 Analyzing Character Product code: 9781000113525

Reading Skill 1 Character, setting, plot, Unit 1 mood and theme Analyzing Character Resources: • Student Card 1 – The Voice in the Air (620L) • Presentation 1 – Analyzing Character Lesson 1 Objectives: • To identify and analyze character details in texts • To understand how these details help us to infer a character’s traits, feelings and moods SCHOLASTIC Introduce the Reading Skill (2-3 minutes) © 2018 Scholastic Education International (S) Pte Ltd 9781000113525• Ask: What do you already know about characters in stories? Think about a character you have read about or seen in the movies. What can you tell us about the character? Explain to students that these are all details about the character. Explain and Engage (15 minutes) • Show Presentation 1 Slide 2. Say: Analyzing characters is about inferring their traits, feelings and moods. We can understand more about the character by thinking carefully about what the character says and does, likes and dislikes. Character details also tell us how the character is feeling, their mood and their personalities. • Ask: Why do we need to analyze characters? Seek answers from various students. Show Slide 3. Explain: Analyzing characters is important because it helps us understand the character better. We learn more about the characters’ personalities and their mood and feelings at different times throughout the story. Understanding characters help us better understand a text. This will help us to enjoy reading it more. • Show Slide 4. Explain: To analyze a character we need to look for details about the character such as what the character does, says, likes, or dislikes. By thinking about these details we can gain further insight into their character. • Distribute/display Student Card 1 — The Voice in the Air ­and ask students to read the text silently. Once students have finished reading the text, ask: Are there any words or parts of the text that you didn’t understand? Explain these words and phrases to the students. • Show Slide 5. Draw students’ attention to the example sentence: “She was not at all a disagreeable woman but sometimes she got cross when she was worried about money.” Explain to students that the sentence is from the text they have just read. Read the sentence and explain: The details underlined in the sentence give us a lot of information about Mrs. Popper. They tell us that Mrs. Popper is normally a pleasant woman (“she was not at all a disagreeable woman”), that her mood at this moment in the story was cross and that she was feeling worried or concerned about not having enough money. • Show Slide 6. As a class, reread the text together and stop at the end of page 1 of Student Card 1 to ask volunteers if they can identify details that tell us something about Mrs. Popper. If there is time, do this for the rest of the text. Together, complete the graphic organizer. 2

What this tells me about What the character says or does, likes the character or dislikes She was worried about money. Mrs. Popper was feeling worried. “I think it must be very boring down Mrs. Popper was negative about there,” said Mrs. Popper. “It sounds very everything Mr. Popper was interested in. dull and cold with all that ice and snow.” Sometimes she got cross. Mrs. Popper was in a bad mood. “Don’t you ever get tired about reading Mrs. Popper was in an irritable mood. about the South Pole?” ©2018ScholasticEducationInternationalS(S)PteLtd 9781000113525CHOLASTICShe was not at all a disagreeable woman. Mrs. Popper was normally pleasant. © 2018 Scholastic Education International (S) Pte Ltd ISBN 978-981-4781-81-7 From Mr. PoPPer’s Penguins by Richard and Florence Atwater. Copyright © 1938 by Richard and Florence Atwater. Renewed copyright © 1966 by Florence Atwater, Doris Atwater, and Carroll Atwater Bishop.“Well you can go on reading about the Mrs. Popper was not curious about new Reprinted by permission of Little, Brown and Company. Illustrations by Robert Lawson. All rights reserved. © 2018 Scholastic Education International (S) Pte Ltd ISBN 978-981-4781-81-7heathen birds, but I’m going to bed.”things. Wrap up (2–3 minutes) • Show Slide 7. Review how to analyze character with students. Ask: How does analyzing Mrs. Popper’s character help you to get more out of the text? STUDENT CARD 1 TM Level Reading Skill 1 Character, setting, plot, mood and theme 4 Unit 1 Analyzing Character READING STUDENT CARD 1 LESSON 1 At ten o’clock, Mrs. Popper yawned and laid down her mending. “Well, you can go on reading about those heathen birds, but I am going to bed. Tomorrow is Thursday, SKILLSCOMPREHENSION Unit 1: Analyzing Character September thirtieth, and I have to go to the first meeting of the Ladies’ Aid and Missionary Society.” Read the passage. “September thirtieth!” said Mr. Popper in an excited tone. “You don’t mean that tonight That evening, when the little Poppers had been put to bed, Mr. Popper and Mrs. Popper is Wednesday, September twenty-ninth?” settled down for a long, quiet evening. The neat living room at 432 Proudfoot Avenue was much like all the other living rooms in Stillwater, except that the walls were hung with “Why, yes, I suppose it is. But what of it?” pictures from the National Geographic Magazine. Mrs. Popper picked up her mending, while Mr. Popper put down his book of Antarctic Adventures and moved hastily to the radio. Mr. Popper collected his pipe, his book, and his globe. “What of it!” he repeated, pushing the switch. “Why, this is the night the Drake Antarctic Expedition is going to start broadcasting.” From time to time Mrs. Popper sighed a little as she thought about the long winter “That’s nothing,” said Mrs. Popper. “Just a lot of men at the bottom of the world saying ahead. Would there really be enough beans to last, she wondered. ‘Hello, Mamma. Hello, Papa’.” “Sh!” commanded Mr. Popper, laying his ear close to the radio. Mr. Popper was not worried, however. As he put on his spectacles, he was quite pleased There was a buzz, and then suddenly, from the South Pole, a faint voice floated out into at the prospect of a whole winter of reading travel books, with no work to interrupt him. He the Popper living room. set his little globe beside him and began to read. “This is Admiral Drake speaking. Hello, Mamma. Hello, Papa. Hello, Mr. Popper.” “Gracious goodness,” exclaimed Mrs. Popper. “Did he say ‘Papa’ or ‘Popper’?” “What are you reading?” asked Mrs. Popper. “Hello, Mr. Popper, up there in Stillwater. Thanks for your nice letter about the pictures “I am reading a book called Antarctic Adventures. It is very interesting. It tells all about of our last expedition. Watch for an answer. But not by letter, Mr. Popper. Watch for a the different people who have gone to the South Pole and what they have found there.” surprise. Signing off. Signing off. . . .” “Don’t you ever get tired of reading about the South Pole?” “No, I don’t. Of course I would much rather go there than read about it. But reading is Write details from the text about what the character says or does, likes or dislikes. the next best thing.” Write what this tells you about the character. “I think it must be very boring down there,” said Mrs. Popper. “It sounds very dull and cold, with all that ice and snow.” What the character says or does, What this tells me about “Oh no,” answered Mr. Popper. “You wouldn’t think it was dull if you had gone with me likes or dislikes the character to see the movies of the Drake Expedition at the Bijou last year.” “Well, I didn’t, and I don’t think any of us will have any money for the movies now,” 2 answered Mrs. Popper, a little sharply. She was not at all a disagreeable woman, but she sometimes got rather cross when she was worried about money. “If you had gone, my love,” went on Mr. Popper, “you would have seen how beautiful the Antarctic is. But I think the nicest part of all is the penguins. No wonder all the men on that expedition had such a good time playing with them. They are the funniest birds in the world. They don’t fly like other birds. They walk erect, like little men. When they get tired of walking, they just lie down on their stomachs and slide. It would be very nice to have one for a pet.” *** 1 620L G4U1_SC1.indd 1 03/03/20 9:30 AM G4U1_SC1.indd 2 03/03/20 9:30 AM 3

Reading Skill 1 Character, setting, plot, Unit 1 mood and theme Analyzing Character Resources: • Student Card 2A – Catfish Carlos and the Sitting Contest (500L) • Student Card 2B – Issun Boshi, The One-Inch Boy (900L) • Presentation 2 – Analyzing Character Lesson 2 • Answer Key Objectives: • To identify and analyze character details in texts SCHOLASTIC • To understand how these details help us to infer a character’s traits, feelings and moods © 2018 Scholastic Education International (S) Pte Ltd 9781000113525 • To plan details about a character of their own Recap (Up to 5 minutes) • Show Presentation 2 Slide 2. Remind students that to analyze a character we notice what the character says and does, and what he or she likes and dislikes. These details tell us about the character. They can help us gain a deeper understanding of the character’s feelings, moods and traits. Engage – Differentiated Practice (20 minutes) Set-Up • Split the class into 2 groups according to their reading proficiency. The students with reading level of 650L or below should be given Student Card 2A — Catfish Carlos and the Sitting Contest. Students with a reading level of 651L or above should be given Student Card 2B — Issun Boshi, The One-Inch Boy. • Ask each group to read the text on their card either silently or take turns reading a paragraph aloud. Student Card 2A – Catfish Carlos and the Sitting Contest • Check in with the group to ensure they are reading the text, and to check if there are any words they need help understanding. • Have students complete the Check your understanding activities. Explain that for Section A, they need to read each statement before writing the correct answer. Section B requires answers to be written in full sentences. Provide support if necessary. • Have groups discuss the Think about it! question. Check in with the group to hear some of the students’ answers. • Ask students to complete the Word work activity. When students are finished, they should correct their answers using the Answer Key. • Show Slide 3. Have students draw an organizer like the one they completed on Student Card 1. Tell students to analyze the character of Catfish Carlos. Have students find one detail about what Carlos says, does, likes or dislikes to write into the graphic organizer. Ask them if the detail tells them something about the character’s feelings, moods or traits. Ensure students write it in the appropriate row. Then, ask students what this detail shows about the character. Have them add that to the organizer. Have them work in pairs or independently to complete the rest of the organizer. 4

What the character says or does, likes What this tells me about or dislikes the character Catfish Carlos frowned. This tells me he is feeling confused. He headed back to his boat angry. This tells me his mood has changed and now he is angry and upset. Catfish Carlos never sat still. This tells me he is an energetic person. Student Card 2B – Issun Boshi, The One-Inch Boy • Check in with the group to ensure they are reading the text, and to check if there are any words they need help understanding. • Have students complete the Check your understanding activities. Explain that for Section A, they need to read each statement before writing the correct answer. Section B requires answers to be written in full sentences. Provide support if necessary. • Have groups discuss the Think about it! question. Check in with the group to hear some of the students’ answers. • Ask students to complete the Word work activity. When students are finished, they should correct their answers using the Answer Key. • Show Slide 3. Have students draw an organizer like the one they completed on Student Card 1. Tell students to analyze the character of Issun Boshi. Have students find one detail about what Issun Boshi says, does, likes or dislikes to write into the graphic organizer. Ask them if the detail tells them something about the character’s feelings, moods or traits. Ensure students write it in the appropriate row. Then, ask students what this detail shows about the character. Have them add that to the organizer. Have them complete the rest of the organizer. ©2018ScholasticEducationInternationalS(S)PteLtd 9781000113525CHOLASTIC What the character says or does, likes What this tells me about or dislikes the character Amazed by all the sights and sounds he This tells me he was filled with wonder. walked carefully through the streets. Issun Boshi was delighted that he could This tells me that he was very happy. get what he wished for. “Please give me your permission to go to This tells me Issun Boshi is respectful. the city where the emperor lives.” This tells me he is determined. Issun Boshi rowed and rowed in his rice bowl until he reached the city. 5

SCHOLASTIC Whole class • Bring the class back together. Have each group share one character detail they found in © 2018 Scholastic Education International (S) Pte Ltd 9781000113525 their text and explain what this tells them about the character. • Explain to students that they will now plan a character for a story of their own. • Show Slide 4. Ask students to complete the scaffold under the heading Write Now. • If you wish, students could write a narrative about their character for homework. Wrap up (5 minutes) • Have volunteers share their character plans. As a class, brainstorm ideas for stories that could include some of the characters. 6

STUDENT CARD 2A Level RReeaaddiinngg SSAkkiinlllla11lyaaCCzhhnninaaddrrgaatThhccCetteeemmhrr,,eeasSereattttciinntgge,,rpPlloott,, mMoooodd, TM 34 Unit 1 READING STUDENT CARD 2A LESSON 2 For the swimming contest, So Catfish Carlos grabbed a chair. Catfish Carlos swam twice as fast as He sat, but he just couldn’t sit still. SKILLSCOMPREHENSION Unit 1: Analyzing Character the other swimmers. He had to hold on to the seat to keep from jumping up. His face became red, Read the passage. During the running contest, Catfish and his forehead became sweaty. Carlos ran twice as fast as anyone else. Finally, he leaped to his feet. Catfish Carlos “You tricked me!” Catfish Carlos And he didn’t stop running until the growled. and the Sitting Contest sun came up the next morning. He headed back to his boat, angry. Still seated, the townspeople waved Catfish Carlos was the biggest, A boy shouted back, “Our town is That day, the townspeople were goodbye and cheered. strongest man to row a boat on having a day of contests!” grumpy and tired. So they just sat “See you at next year’s sitting the river. around in chairs and rested. contest!” they called. Catfish Carlos smiled so widely that But Carlos didn’t even say goodbye. He got the nickname ‘Catfish’ the sunlight bounced off his teeth. Catfish Carlos thundered, because the river fish called catfish “Have you no contests left?” was his favorite food. “I’ll be right there, son!” Catfish Carlos yelled back. The boy smiled. With one hand, Catfish Carlos “There is one contest left,” he said. rowed his boat. Catfish Carlos was two feet taller “It’s a sitting contest.” than the town’s tallest man. Catfish Carlos frowned. With the other hand, he caught “A sitting contest?” catfish. His chest and arms made him twice “Yes,” answered the as wide as the town’s widest man. boy. “The person who Catfish Carlos was always sits longest wins!” showing off. ©2018ScholasticEducationSInternational(S)PteLtd 9781000113532TIC He never sat still. He couldn’t. One day, Catfish Carlos saw a group of people on the shore. “What’s going on over there?” Glossary © 2018 Scholastic Education International (S) Pte Ltd 9781000113532 he shouted. Illustrations © Rob McClurkan Illustration for Scholastic Inc. Word Meaning contest an event where people compete nickname a familiar or humorous name given to a person instead of or in addition to shore their real name sweaty thundered the land along the edge of a body of water soaked in sweat spoke loudly and angrily © 2018 Scholastic Education InternationalS(S) Pte Ltd 9781000113525CHOLA © 2018 Scholastic Education International (S) Pte Ltd 97810001135321 500L 2 G4U1_SC2a.indd 3 03/03/20 9:32 AM G4U1_SC2a.indd 4 03/03/20 9:32 AM Check your understanding Write now Literal F. Plan a character for a story. Draw a picture of the character in the middle and give A. Write the letter of the correct answer. the character a name. Write details about the character in the other sections. 1. Carlos’ nickname was . a. contests b. Catfish Carlos 2. Carlos could row his boat with . c. angry Feelings and Mood Likes/Dislikes . d. one hand 3. The town was having a day of e. sitting contest 4. The last contest was a . 5. At the end of the day Carlos was feeling . Inferential B. Write the answers in full sentences. 1. Was Catfish Carlos good at sports? Explain your answer. 2. Why were the townspeople grumpy and tired? Name and Picture Think about it! Actions Traits C. How would you feel if the same person kept winning all the contests that you entered? 703/03/20 9:32 AM Word work D. Complete the sentence. Use a word from the word bank. sweaty contest nickname thundered shore 1. The giant in a loud voice. 2. I was very after the running race. © 2018 Scholastic Education International (S) Pte Ltd 9781000113532 3. The boats rested along the of Boracay Island. 4. She ran so fast that her was Speedy. 5. I entered an eating and hoped to win the top prize. Post-reading activity 4 E. Draw an organizer like the one you completed on Student Card 1. Write details from the text about what the character says or does, likes or dislikes. Write what this tells you about the character. 3 G4U1_SC2a.indd 5 03/03/20 9:32 AM G4U1_SC2a.indd 2

STUDENT CARD 2B TM Level Reading Skill 1 Character, setting, plot, mood “You are quite an amazing fellow,” stuck him with his sword. The bandit and theme the lord said. “I will make you the finally surrendered and ran into the READING 4 personal guard of my daughter!” forest so fast that he dropped many of Unit 1 Analyzing Character his things, including a hammer. SKILLSCOMPREHENSION From then on, Issun Boshi lived STUDENT CARD 2B LESSON 2 in the castle with the lord’s daughter. “Thank you, Issun Boshi, you have He went with her everywhere and they saved my life,” said the lord’s daughter. Unit 1: Analyzing Character became great friends. Then one day, Then she picked up the hammer. “And in the spring, little Issun Boshi traveled this is a magic hammer! If you make a Read the passage. with her to the cherry blossom festival. wish, you will receive anything you ask.” As they walked home, past a dark Issun Boshi, forest, a fierce bandit jumped out at Issun Boshi was delighted! He them and grabbed the lord’s daughter. wished to be as tall and strong as the “Help!” she cried. other soldiers in Japan. Before the girl’s eyes, he became a handsome and Issun Boshi, the one-inch boy, took strong warrior. his tiny sword and began sticking the bandit. “Ouch! I have been cut,” he There was a great celebration in shouted. He looked around for the one the palace that night. The lord was so who had hurt him, but Issun Boshi was pleased with the bravery of Issun Boshi so small that he ran in and out between that he offered his daughter in marriage. the bandit’s feet, sticking the needle- From then on, Issun Boshi and the lord’s sword into the man’s toes and heels. daughter lived happily together in the When the bandit tried to run away, palace along with Issun Boshi’s proud Issun Boshi caught him by the pants and parents. ©2018ScholasticEducationSInternational(S)PteLtd 9781000113549TICThe One-Inch Boy Illustrations side 1 t: © Andrzej Szczerski/Alamy Images, side 1 b & side 2: © Artisticco/Shutterstock, Inc.Long, long ago in a small village in Japan,until he reached the city. Amazed byGlossary there lived an honest man and his wife all the sights and sounds, he walked and their son, Issun Boshi, or One-Inch carefully through the streets, dodging Word Meaning © 2018 Scholastic Education International (S) Pte Ltd 9781000113549 Boy, who was no taller than his father’s feet and wheels. Soon, he came to a bandit a criminal who attacks and steals from travelers thumb. Although small, Issun Boshi was beautiful palace. defend to fight in order to keep someone safe strong, smart, and helpful. delighted very happy At the front door of the palace he dodging moving quickly to avoid getting hit One day, he said to his parents, cried, “Hello! Hello!” But his voice was emperor a man who rules an empire “Please give me your permission to go so small that no one could hear it. Then fierce eager to fight to the city where the emperor lives. with all his might, Issun Boshi shouted, surrendered agreed to stop fighting and give control to someone else I wish to serve him as a brave warrior.” “HELLO! HELLO!” At last the lord of warrior a person who fights in battles His parents knew that their son was the palace came to the doorway. old enough, smart enough, and strong enough to do this, so they agreed to let “Hello! Great Lord of the Palace, Issun Boshi go. But before he left, they I am down here by your feet!” The lord made him a tiny sword out of a sewing picked up Issun Boshi, and in a friendly needle so that he could protect and voice asked, “Strange little fellow, what defend himself. Then they gave him a do you want?” Issun Boshi replied, rice bowl and two chopsticks to use as a “I came here to be as great a warrior boat and oars. as you!” On the day of his departure, Issun A fly happened to be buzzing around Boshi said goodbye to his parents and bothering the lord, so Issun Boshi and rowed and rowed in his rice bowl drew out his tiny needle-sword. With a quick slice, down went the fly. ©2018ScholasticEducationInternational(S)PteLtd 9781000113549SCHOLA 1 900L 2 G4U1_SC2b.indd 3 03/03/20 9:33 AM G4U1_SC2b.indd 4 03/03/20 9:33 AM Check your understanding Write now Literal A. Write the correct answer. F. Plan a character for a story. Draw a picture of the character in the middle and give the character a name. Write details about the character in the other sections. 1. How tall was Issun Boshi? 2. Where did the emperor live? (one inch/one foot) Feelings and Mood Likes/Dislikes 3. What was Issun’s sword made from? (in a village/in the city) 4. What was Issun’s boat made from? (a pin/a needle) 5. Who grabbed the emperor’s daughter? (a rice bowl/a cup) Inferential (a bandit/a soldier) B. Write the answers in full sentences. 1. Was the city a busy place? Explain your answer. Name and Picture 2. Is the city situated near water? Explain your answer. Think about it! © 2018 Scholastic Education International (S) Pte Ltd 9781000113549 C. Do you think being tiny would be an advantage or disadvantage? Why? © 2018 Scholastic Education International (S) Pte Ltd 9781000113525 Actions Traits Word work warrior 03/03/20 9:33 AM D. Complete the sentence. Use a word or words from the word bank. surrendered bandit emperor fierce delighted 1. The wise sent his best to battle. 2. I was 3. The thief to find my favorite candy at the store. 4. I saw a 5. The to the police as he knew he could not escape. lion in the jungle. tried to steal the gold. Post-reading activity 4 E. Draw an organizer like the one you completed on Student Card 1. Write details from the text about what the character says or does, likes or dislikes. Write what this tells you about the character. 3 8 G4U1_SC2b.indd 5 03/03/20 9:33 AM G4U1_SC2b.indd 2

SCHOLASTIC TM READING SKILLSCOMPREHENSION Level 4 Teacher’s Guide Reading Skill 3 Sequencing Unit 3 Identifying a Sequence of Events Product code: 9781000113600

Reading Skill 3 Sequencing Identifying a Sequence of Events Unit 3 Resources: • Student Card 1 – Grizzly Bear Sends Man Up a Tree (520L) • Presentation 1 – Identifying a Sequence of Events Lesson 1 Objectives: • To identify the sequence of events • To recount the sequence of events Introduce the Reading Skill (2-3 minutes)SCHOLASTIC • Ask: What happens when you plant a seed? Elicit answers. Ask: What happens after © 2018 Scholastic Education International (S) Pte Ltd 9781000113600 that? Guide students to come up with a sequence of two or more things that happen after planting a seed. • Show Presentation 1 Slide 2. Say: The sequence of events is the order in which things happen. Today we will learn to identify the sequence of events in a text about nature. • Show Slide 3. Say: Identifying the sequence of events helps us to understand the important events in a text and remember the information. Explain and Engage (15 minutes) • Show Slide 4. Say: We can look for time words and phrases such as: one day, now, then, when. These tell us when something happened. • Show Slide 5. Say: We should also pay attention to verbs, such as: climbed, saw and started. Ask: Can you think of other verbs? Acknowledge student answers. Say: Verbs are action words, and they tell us that something is happening. An event is something that happens. • Distribute/display Student Card 1 – Grizzly Bear Sends Man Up a Tree and ask students to read the text silently. • Show Slide 6. Have students identify the event that happens first. Ask: Do you see a word or phrase that refers to time? Elicit responses. (One Saturday morning) Ask: What was Dr. Brown doing that Saturday? (hiking on a trail) Rephrase what students say in a short sentence. Say: Dr. Brown was hiking on a trail. • Say: We have our first event. What happens next? What verbs tell us what’s happening? Elicit answers. Seek summary sentences from one or two students, then move on to the next event. Talk about all remaining events. Show Slides 7 and 8. Read the sentences. 1 Dr. Brown was hiking on a trail. 2 He heard a strange bird call. 3 He went into the forest. 4 The dog started barking. 5 Dr. Brown turned around. 6 He saw a grizzly bear charging at him. 7 The dog ran away. 8 Dr. Brown climbed a tree. 9 The bear clawed his boot and shook the tree. 2 10 The bear went back to her cubs.

11 Dr. Brown waited for a long time. 12 He finally went down the tree. • Point to the last three paragraphs and ask students if they think this is part of the sequence of events and to justify their response. (They are not part of the sequence because they don’t tell us that something is happening.) Wrap up (2–3 minutes) • Show Slide 9. Ask: Can you think of any other time words? Revise what a sequence of events is and how to identify a sequence of events. – The sequence of events is the order in which things happen. – You can find the sequence of events by looking for time words and phrases. – You can also look for verbs that tell what happened. • Ask: Can you think of any other time words? (Example answers: the next day, later, at night, in the morning.) ©2018ScholasticEducationInternationalS(S)PteLtd 9781000113600CHOLASTIC © 2018 Scholastic Education International (S) Pte Ltd ISBN 978-981-4808-25-5STUDENT CARD 1 Photos: lt: © age fotostock/Alamy; rb: © Alaska Stock/Alamy © 2018 Scholastic Education International (S) Pte Ltd ISBN 978-981-4808-25-5TMLevelReading Skill 3 SequencingWrite the sequence of events. Write one sentence in each box. READING 4 Unit 3 Identifying a Sequence of Events 1 2 SKILLSCOMPREHENSION STUDENT CARD 1 LESSON 1 3 4 Unit 3: Identifying a Sequence of Events 5 6 Read the passage. 7 8 MONDAY KIDS’ NEWS 9 16th SEPTEMBER 10 11 GRIZZLY BEAR SENDS MAN UP A TREE 12 When Dr. Brown looked down, he saw two 2 bear cubs. Now he understood why the bear was so angry. Dr. Brown had come too close to the bear cubs. “I saw the mother bear’s sharp teeth and claws. I thought I was a goner,” said Dr. Brown. Fortunately, the mother bear soon backed down. She returned to her cubs. Dr. Brown waited for a long time. He finally got the courage to climb down from the tree. His dog ran to his side. The dog had not been hurt. A female bear is called a sow. An angry sow is a scary sight. Dr. Brown said, “From now on, I’ll only hike Glacier National Park, MONTANA—How fast in groups. Grizzlies are scared of people. can a 135 kg man climb a tree? “FAST!” said They’ll stay away if they hear lots of people Dr. Dan Brown. talking and making noise.” Dr. Brown is a dentist in North America. Does Dr. Brown have any hard feelings One Saturday morning, Dr. Brown found towards bears? himself up a tall pine tree. He was staring “Of course not,” says Dr. Brown. “They live down at an angry grizzly bear. there. I was the visitor.” Dr. Brown was hiking on a trail with his dog. A strange bird call drew him into the forest. He saw the bird up in a pine tree. Just then, his dog started barking. Dr. Brown turned around. He saw a huge grizzly bear charging towards them. “My dog ran for its life, and I climbed up that tree fast!” said Dr. Brown. “The bear clawed my boot on the way up. I got out of her reach just in time. Then she started shaking the tree trunk.” A grizzly sow stays with her cubs for two to three years while they learn survival skills. 1 520L 3

Reading Skill 3 Sequencing Identifying a Sequence of Events Unit 3 Lesson 2 Resources: Objectives: • Student Card 2A – Eiffel Tower is 125 Years Old (460L) • To identify the sequence of events Student Card 2B – Amazing Inventions of Thomas Edison • To recount the sequence of events (600L) • Presentation 2 – Identifying a Sequence of Events • Answer Key Recap (Up to 5 minutes)SCHOLASTIC • Ask students if they can remember some ways to identify a sequence of events in a © 2018 Scholastic Education International (S) Pte Ltd 9781000113600 text. Elicit responses. Encourage students to remember time words and verbs. Show Presentation 2 Slide 2. Say: we can look for time words and verbs in the present or past tense. Engage – Differentiated Practice (20 minutes) Set-Up • Split the class into 2 groups according to students’ reading proficiency. Students with reading level 650L or below should be given Student Card 2A – Eiffel Tower is 125 Years Old. Students with a reading level of 651L or above should be given Student Card 2B – Amazing Inventions of Thomas Edison. • Ask each group to read the text on their card either silently or to take turns reading a paragraph aloud. Student Card 2A – Eiffel Tower is 125 Years Old • Check in with the group in turn to ensure they are reading the text, and to check if there are any words they need your help with. • Have students complete the Check your understanding activities. Explain that for Section A, they need to read each statement before writing the correct answer. Section B requires answers to be written in full sentences. Provide support if necessary. • Have students discuss the Think about it! questions. Check in with the group to hear some of the students’ answers. • Ask students to complete the Word work activity. When students are finished, they should correct their answers using the Answer Key. • Show Slides 3 and 4. Have students draw an organizer with twelve numbered lines like the one they completed on Student Card 1. Have students come up with events 1-5 from the second section of the text. Ask: What is the first thing that happened? How did the Eiffel Tower begin? Help students identify the event that happened first, looking at the time and sequence words. The completed graphic organizer has been provided for your reference. • Have students choose four events from the third section of the text. Ask: What happens in this section? Help students to choose and word the events. When you get to event 7, show Slide 4. 4

©2018ScholasticEducationInternationalS(S)PteLtd 9781000113600CHOLASTIC• Continue with Slide 4. Explain to students that they will need to look at the first section of the text for the final events in the sequence. Say: This section tells us some things that happened after the people decided to keep the Eiffel Tower. Help students to choose and word the last three events. Sample answers 1 Gustave Eiffel worked on metal bridges. 2 The city leaders asked designers to submit plans. 3 Gustave Eiffel’s plan was chosen. 4 The tower was finished for the World’s Fair in 1889. 5 World’s Fair visitors were impressed. 6 People used the tower for science experiments and it had a weather station. 7 People decided the tower was beautiful and cleverly designed. 8 The people of Paris decided not to tear it down. 9 They painted the tower every eight years. 10 They added glass floors and exhibits to the tower. 11 They made an online tour for the tower. 12 Paris celebrated the tower’s 125th birthday. Student Card 2B – Amazing Inventions of Thomas Edison • Check in with the group in turn to ensure they are reading the text, and to check if there are any words they need your help with. • Have students complete the Check your understanding questions. Explain that for Section A, they should read all the options. Section B requires answers to be written in full sentences. Provide support if necessary. • Have groups discuss the Think about it! questions. Check in with each group to hear some of the students’ answers. • Ask students to complete the Word work activity. When students are finished, they should correct their answers using the Answer Key. • Show Slide 3. Have students draw an organizer with twelve numbered lines like the one they completed on Student Card 1. Ask: What did Thomas Edison do when he was a boy? Have them write in the first line of the graphic organizer. (Example: 1. He grew up in the 1850s in Michigan, USA) Say: The graphic organizer shows the events in order of time. Each box has an arrow pointing to the next box. • Ask students to identify the next event. Ask: What happened next in Thomas Edison’s life? (Example: 2. He grew up and made some inventions.) Then, have students go through the text and complete the graphic organizer. Encourage them to take note of each small event. Say: Thomas Edison made some early inventions, and then he opened a lab, and then he did a few other things. What did he do? Work with students to identify the events. Sample answers 1 He grew up in the 1850s in Michigan, USA. 2 He grew up and made some inventions. 3 He made some money from his early inventions. 4 He opened a laboratory. 5 He hired people to work on inventions. 6 In 1877, he invented the phonograph. 5

SCHOLASTIC 7 He recorded the message ‘Mary had a little lamb’. 8 Thomas Edison became famous. © 2018 Scholastic Education International (S) Pte Ltd 9781000113600 9 He invented a new electric light bulb. 10 His team created the motion picture camera and viewer. 11 They developed the world’s first film studio. 12 They made 1200 films at that studio. Whole class • Bring the class back together. Have each group share the sequence of events for the text they read. • Explain: Identifying the sequence of events can help us understand what happened. • Show Slide 5. Explain that a recount tells events in time order. Show students the part of a recount. – Subject: Write what the recount is about. – Sequence of events: Write things that happened in order. – Conclusion: Write a final sentence about the event / subject. • Ask students to complete the information given under the heading Write Now. If you wish, more able students could be asked to complete the recount as a homework activity. Wrap up (5 minutes) • Ask for a volunteer from each group to read their plan for a recount. 6

STUDENT CARD 2A TM Level RReeaaddiinngg SSkkIdiilllle13ntSaCiehfnqyaduriaTnehcngtecemiarn,egSSeettqinuge, nPlcoet, Mood, So why is it still there today? READING 34 Unit 3 of Events SKILLSCOMPREHENSION STUDENT CARD 2A LESSON 2 Why is the Eiffel Tower still standing? The people of Paris decided they wanted it Unit 3: Identifying a Sequence of Events to stay. They had found the tower very useful. Read the passage. Gustave Eiffel From the start the tower was used for science experiments. It even had a weather station on it. THE NEWS DAILYMONDAY 31st Photos: side 1bl: © Iakov Kalinin/Dreamstime, tr: © Giuseppe Masci/Alamy; side 2tl: Courtesy Koechlin Family via Wikipedia, inset: © World History Archive/Alamy, br: Library of Congress [LC-USZ62-102636]. This is the first sketch of the tower, by a man who worked with It was also used to send radio signals. Over time MARCH, 2014 Gustave Eiffel. people decided the tower was beautiful. People also admired the clever design. Eiffel Tower is 125 Years Old shape to make it strong. The bottom is much wider than the top. It isn’t solid so wind can Paris has no future plans to pull down the The Eiffel Tower is an important building in blow through it. tower. It is now a well-loved symbol of France. To Paris, France. It is 125 years old today! Paris is keep the Eiffel Tower looking good it is painted celebrating in many ways. They made changes The Eiffel Tower took two years to build. every eight years. It takes 25 workers a whole to the tower. Some parts of the tower now Many visitors to the World’s Fair in 1889 were year to paint. With all this attention the tower have glass floors. They have new exhibits. very impressed. Others thought it was too new may last another 125 years! There is also an online tour of the tower. You and different. But it proved that towers could can pretend you are at the top. You can see be tall and strong. When it was finished it was Crowds visited the Eiffel Tower at the 1889 World’s Fair. beautiful views of Paris. the tallest building in the world. It was 305m high. The tower was only built for the World’s Fair. Paris planned to pull it down after 20 years. ©2018ScholasticEducationSInternational(S)PteLtd 9781000113617TIC Visitors who climb the tower can enjoy the view all the way up and all the way down. It’s hard to believe it wasn’t always popular. Glossary When it was first designed many people thought it was ugly. Word Meaning admired liked or respected something The Eiffel Tower as it looks today, seen from across the River Seine Designing and Building the Tower designers people who plan how something will look © 2018 Scholastic Education International (S) Pte Ltd 9781000113617 exhibits places with information and objects for people to look at Many visitors climb the tower. There are 1710 The World’s Fair was held in Paris in 1889. experiments scientific tests steps to the top. Some people travel to the top In the years before it, the city’s leaders made inspired made someone want to do something in an elevator. Large numbers of people visit the plans. They wanted something new to show proved showed that something is true tower. About 7 million visitors come each year. people. They asked designers to draw some sketch a quick drawing ideas. Gustave Eiffel’s design was chosen. His idea was for a very different building. Eiffel wanted to build the tallest building in the world. He liked building with metal. He had built bridges with metal before. These bridges inspired him to design the Eiffel Tower. He chose a triangle © 2018 Scholastic Education InternationalS(S) Pte Ltd 9781000113600CHOLA © 2018 Scholastic Education International (S) Pte Ltd 9781000113617 1 460L 2 Check your understanding Post-reading activity Literal E. Draw an organizer with twelve lines like the one you completed on Student Card 1. A. Write the words or phrases to complete the sentence. Write twelve events that happened in the text. Write them in the order in which they 1. The Eiffel Tower was 125 years old on (March 31, 2014 / March 31, 1889). happened. 2. The Eiffel Tower has new (glass steps / glass floors). Write now 3. At first, many people thought the design was (ugly / beautiful). F. Plan a recount about a place you have visited. Write your ideas. 4. Gustave Eiffel chose a triangular shape (to make it strong / so wind could blow through it). 5. The Eiffel Tower (was / is) the tallest building in the world. Subject Write a sentence with the name of the place. Inferential B. Write the answers in full sentences. Sequence of Events List the events that happened in order. Include at least five events. 1. Why did the city’s planners choose Gustave Eiffel’s design? 1. 2. Do you think the tower is a symbol of France now? Why? 2. 3. Think about it! 4. C. What do you think would be a good symbol of your country? Why? 5. Word work Conclusion D. Complete the sentence. Use a word from the word bank. Write a final sentence about how you feel about the place. admired designers exhibits experiments 4 inspired proved sketch 7 1. Jane that it was true when she showed them the book. 2. They stopped to look at about the history of Zapote Bridge. © 2018 Scholastic Education International (S) Pte Ltd 9781000113617 3. Her sister’s illness her to become a doctor. 4. He showed us a of the garden he planned. 5. The decided that the new game should have four levels. 6. People the pretty houses on Calle Crisologo. 7. We are going to do to test how strong the balloon is. 3

STUDENT CARD 2B TM Level Reading Skill 3 Sequencing READING 4 Unit 3 Identifying a Sequence of Events SKILLSCOMPREHENSION STUDENT CARD 2B LESSON 2 Unit 3: Identifying a Sequence of Events Edison’s team made another great invention. They created the motion picture camera and viewer. With the camera, people could take pictures of moving things. Read the passage. Then they could use the viewer to watch the moving picture played back. After that, Edison and his team developed the world’s first film studio. Around 1200 films were made at that studio. How excited people must have been with Edison’s inventions! Imagine hearing sounds from a phonograph for the first time. Imagine having steady, soft electric light at home for the first time. Imagine watching a movie for the very first time. It must have been an incredible experience! Imagine a time when the only music you could listen to was at a concert. The light you needed for reading came from a flickering candle. There was no way to take pictures of moving things, so there were no movies. That’s what it was like for a young boy named Thomas Edison. He grew up in the 1850s in Michigan in the USA. Things changed. When Thomas Edison grew up, he invented things. Those inventions changed how people lived. ©2018ScholasticEducationSInternational(S)PteLtd 9781000113624TIC Photos: side 1tr: Library of Congress; side 2l: © Corbis, br: © akg-images/Newscom. Thomas Edison is pictured with Edison called the motion picture camera he and his team invented a Kinetograph. the first phonograph. The viewer was called a Kinetoscope. Edison’s early inventions earned him money. He soon had enough money to open a Glossary laboratory. He hired people to work with him on his inventions. Word His first amazing invention came in 1877. Edison invented the phonograph, or record film Meaning © 2018 Scholastic Education International (S) Pte Ltd 9781000113624 player. The phonograph had a cylinder, or tube-like part, made of tin foil. On his flickering a movie phonograph, Edison could record, or copy, sounds. The first message he recorded was inventions light turning on and off quickly ‘Mary had a little lamb’. motion new types of useful machines or processes record moving Phonographs changed the way people listened to music. Now they could play music viewer store something so it can be seen or heard later at home. They could play music whenever they wanted to. The phonograph made studio a device used to look at pictures Edison famous all over the world. a place where movies and art are made A few years later, Edison invented a new kind of electric light bulb. His light bulb was better than the others in use at that time. Electricity was expensive. Edison’s light bulbs used very little electricity. More people could afford to use them. Edison’s light bulbs gave off a steady, soft light. People enjoyed reading by electric light instead of by the light of a flickering candle. ©2018ScholasticEducationInternational(S)PteLtd 9781000113624SCHOLA 1 600L 2 G4U3_SC2b.indd 3 03/03/20 9:40 AM G4U3_SC2b.indd 4 03/03/20 9:40 AM Check your understanding Post-reading activity © 2018 Scholastic Education International (S) Pte Ltd 9781000113624 Literal E. Draw an organizer with twelve lines like the one you completed on Student Card 1. A. Write the letter of the correct answer. © 2018 Scholastic Education International (S) Pte Ltd 9781000113600 Write twelve events that happened in the story. Write them in the order in which 1. How would Thomas Edison listen to music when he was a boy? they happened. a. He would use electricity. b. He would go to a concert. Write now c. He would use a phonograph. F. Plan a recount about a person. Write your ideas. d. He would play music at home. Subject 2. How did Thomas Edison’s light bulb change the way people lived? Write a sentence with the name of the person and one important fact about them. a. People could listen to music at home. b. People could take moving pictures. Sequence of Events c. People could read by candlelight at home. Write a sequence of events that happened during the person’s life. Include at least d. People could afford to use light bulbs at home. five events. 3. How did people watch the first moving pictures? 1. a. They watched them with a camera. 2. b. They watched them on a screen. 3. c. They watched them with a viewer. 4. d. They watched them in a studio. 5. Inferential B. Write the answers in full sentences. 1. Why did the phonograph make Edison famous all over the world? 2. Why didn’t Edison have a laboratory when he made his early inventions? Think about it! C. What would you like to invent? What problem would your invention solve? Word work Conclusion Write a final sentence about how you feel about the person. D. Write the word to complete the sentence. 4 1. They are making a (studio / viewer / film) about Vigan. 2. You have to look into the (flickering / viewer / record) to see the pictures. 3. Her mother is going to (record / motion / studio) our concert. 4. They sat outside watching the (flickering / inventions / record) light. 5. She paints pictures in her (record / studio / viewer). 6. He took many pictures of the running cat to capture it in (inventions / flickering / motion). 7. The mobile phone is one of my favorite (films /inventions / records). 3 8 G4U3_SC2b.indd 5 03/03/20 9:40 AM G4U3_SC2b.indd 2 03/03/20 9:40 AM

TM 4Level Reading Skill 1 Character, setting, plot, mood and theme READING Unit 1 Analyzing Character SKILLSCOMPREHENSION Answer Key STUDENT CARD 2A : Catfish Carlos and the Sitting Contest Check your understanding A. 1. b 2. d 3. a 4. e 5. c SCHOLASTIC B. Answers may vary, for example: 1. Yes, Catfish Carlos was good at sports. He swam © 2018 Scholastic Education International (S) Pte Ltd 9781000113556 and ran twice as fast as anyone else. 2. The townspeople were grumpy and tired because Catfish Carlos won every event. Word work Reading Skill 9 Main Ideas and Details D. 1. thundered 2. sweaty 3. shore 4. nickname 5. cLoe5vneltest LESSON 2 STUDENT CARD 2B : Issun Boshi, The One-Inch Boy Check your understanding A. 1. one inch 2. in the city 3. a needle 4. a rice bowl 5. a bandit B. Answers may vary, for example: 1. Yes, the city was busy so Issun Boshi had to walk carefully and dodge feet and wheels. 2. Yes, the city was near water. Issun Boshi had to row his rice bowl boat to the city. Word work D. 1. emperor, warrior 2. delighted 3. surrendered 4. fierce 5. bandit

TM 4Level Reading Skill 3 Sequencing READING Unit 3 Identifying Sequence of SKILLSCOMPREHENSION Events Answer Key STUDENT CARD 2A : Eiffel Tower is 125 Years Old Check your understanding A. 1. March 31, 2014 2. glass floors 3. ugly 4. to make it strong 5. was SCHOLASTIC B. Answers may vary, for example: © 2018 Scholastic Education International (S) Pte Ltd 97810001136311. They picked it because it was different. They picked it because it was very tall. 2. Yes. The people of France love it and millions visit the tower every year. Word work 2. exhibits D. 1. proved 4. sketch 6. admired 3. inspired 5. designers Reading Skill 9 Main Ideas and Details 7. experiments Level 5 LESSON 2 STUDENT CARD 2B : Amazing Inventions of Thomas Edison Check your understanding A. 1. b 2. d 3. c B. Answers may vary, for example: 1. The phonograph made Edison famous because people in different countries could use it to listen to music. 2. Edison did not have a laboratory when he made his early inventions because he did not have enough money. Word work 2. viewer D. 1. film 4. flickering 6. motion 3. record 5. studio 7. inventions AEP RS SC G4 U3 Ans.indd 1 13/4/18 4:03 PM