G3 Unit 1-2 TG_LR

SCHOLASTIC TM GUIDED READING SHORT READS L3 Teacher’s Guide

Unit 1 350L Student Card 1 Text type: narrative Themes: p lanning ahead, friendship, The Ant and the Grasshopper working hard First reading • Read the title aloud. Ask students to point to the grasshopper and the ant. Ask whether they have read or heard this story before. • Tell students that “The Ant and the Grasshopper” is a fable and that fables are written to teach a lesson. Tell students to think about what the lesson of this fable is as they read the story. • Have students read the text on their own for the first time. SCHOLASTIC Guided close reading The Ant and the Grasshopper © 2018 Scholastic Education International (S) Pte Ltd ISBN  978-981-4808-07-1 Identify setting It was summer. The grasshopper sang Ask: What is the setting for the first part and danced. One day, when he was resting, an ant came along. of the story? “Put down that ear of corn,” said the Have students pay attention to the grasshopper. “It’s time to rest.” illustrations and what the text tells about when and where the story takes place. The ant said, “I cannot stop and rest. I have to gather food for the winter.” Think aloud The text says that it is summer. The The grasshopper laughed. He said, “Don’t illustration of the green grass and worry about winter. There is lots of food the fruit tree with many fruit suggests to eat.” that the story takes place in the countryside or rural area. Compare and contrast Ask: What is different about the way the ant and the grasshopper act? Have students pay attention to what the ant and the grasshopper each say they think they should be doing during the summer. Think aloud The grasshopper is spending time singing, dancing, and resting, while the ant is gathering food and doesn’t have time to rest. SRF_2_ANTGRASSHOPPER.indd 25 04/01/18 5:15 PM 8

Summary: In summer, a grasshopper danced and sang while an Vocabulary: ant prepared food for the winter. What will happen when the • hard: difficult or severe grasshopper can’t find food easily in winter? Make connections Then winter came. Ask: Why did the grasshopper have The grasshopper was plenty of food in the summer, yet cold and hungry. starve in the winter? He couldn’t find any food. Have students pay attention to what the text tells them and the clues they can get He asked the ant for help. from the picture on the second page. Think aloud The grasshopper had lots of fruit and grass to eat in the summer, but in winter the trees were bare, the ground was covered with snow, and no food was available for him to eat. ©2018ScholasticEducationInternationalS(S)PteLtd ISBNC 978-981-4808-07-1HOLASTIC Vocabulary “Come inside,” said the ant. “I’ll give you food. Next summer, though, Ask: The ant told the grasshopper that you must plan. You must think about the hard winter ahead.” he needed to plan for a hard winter. “I will,” said the grasshopper. “I’ve learned my lesson.” What does the word hard mean in this context? Have students think about the way the word hard is used in the sentence and in the context of the story. Think aloud The clues to the word’s meaning are the illustration of the grasshopper freezing in the snow under a bare tree and the text that explains how the grasshopper is cold and hungry and looking for food. In this context it means “difficult”. SRF_2_ANTGRASSHOPPER.indd 26 04/01/18 5:15 PM Revisit the text Share and discuss the following questions to sum up the text. Encourage students to support their thinking and statements with ideas from the text. • Why do you think the author wrote this story? What is the author trying to teach by telling the story? • How is life different for the grasshopper and the ant in winter? • Do you agree with the actions of the ant or the grasshopper? Explain your reasoning. 9

Unit 1 Text type: narrative Themes: kindness, sharing The Amazing Kettle 560L Student Card 2 First reading • Read the title aloud. Tell students that this Japanese folktale is about a tanuki, or raccoon dog, that is rescued by an old man. The grateful animal transforms itself into a kettle and tells the old man to sell it for money. Then, have students look at the picture on the second page and tell what animal the tanuki reminds them of. • Have students read the text on their own for the first time. SCHOLASTICGuided close reading The Amazing © 2018 Scholastic Education International (S) Pte Ltd ISBN  978-981-4808-07-1Key details Ask: Why did the old man sell the kettle Kettle to Jimmu? Think aloud The old man had heard about how the tanuki could cause trouble, and he was afraid to keep it. Make inferences The old man felt bad about selling the The creature jumped off the fire and bounded Ask: How can you tell that Jimmu didn’t tanuki. It belonged in the forest with others happily about the room like a kitten. It ran up of its kind. But the tanuki stubbornly stayed the walls and raced over the ceiling. know the kettle was really a tanuki? as a kettle, refusing to change its mind. Think aloud Jimmu was amazed by this strange kettle Jimmu said the kettle was solid To tell the truth, the old man was a bit that could change its shape. He went to ask and well-made. He didn’t mention frightened of the creature. Tanuki had a the advice of his wise old father. anything about it being strange or reputation for being troublesome. He sent a different from any other well-made message to the trader Jimmu. Jimmu’s father laughed and said, “Travel kettle. Then he filled it with water with it, Jimmu, and show it off. Be kind to and set it on the fire. He treated it as Jimmu offered the old man a good price, the tanuki, though. Ask if it will perform for he would treat any kettle. then took the kettle home. It was solid and you. Tanuki love showing off, but they can well-made, so Jimmu decided to keep it be troublesome.” Key details for himself. He filled it with water and put Ask: What did Jimmu decide to do with it on the fire. Jimmu thanked his father and returned home. He asked the tanuki if it would the tanuki? As the water in the kettle started to warm up, perform. He promised to treat the tanuki Think aloud something strange happened. The handle well. The tanuki agreed to help him earn Jimmu took his father’s advice and of the kettle changed its shape and became some money. decided to make money by having a head. The spout grew into a tail and out of the tanuki perform before crowds. the body sprang four paws. It was a tanuki. Crowds came from near and far to see the strange kettle that turned into a tanuki SRF_Box_3_TheAmazingKettle.indd 21 08/01/18 11:18 AM 10

Summary: A man earns money with the help of a tanuki which Vocabulary: can transform itself into a kettle. When he has earned enough, • bounded: moved by leaping he lets it go. • tanuki: raccoon dog • troublesome: causing problems or worry Analyze character©2018ScholasticEducationInternationalS(S)PteLtd ISBNC 978-981-4808-07-1HOLASTICand did marvelous tricks. It mostly went well, Ask: What do Jimmu’s actions tell you but the tanuki was sometimes hard to manage. Sometimes, it ran about and spun in circles. about him when he gave the old It leapt up and almost flew through the air. man some of the money he earned? It broke things and made crowds scatter. But Think aloud Jimmu learned how to calm it down, and all Jimmu’s actions show that he was was well. Day after day the tanuki performed, considerate and cared about others. until Jimmu became a rich man. He was generous and not greedy. Still, Jimmu could not stop thinking about the old man who had sold him the kettle. Surely, the Key details old man deserved some of the money. Ask: Why did Jimmu and the old man let Jimmu went to see the old man. He said, “I have brought the kettle back to you. Inside it, you the tanuki go? will find a hundred gold pieces to thank you for Think aloud lending it to me.” The old man felt that they had both The old man thanked Jimmu and said that few been helped by the tanuki and that people would have been so honest. He thankfully it deserved to be set free. took the gold pieces, but said he would not keep the kettle. “The tanuki has helped us enough,” said the old man. “We should set it free.” Jimmu agreed. Together, they took the kettle outside. They thanked the tanuki and told it to run free. The tanuki happily bounded into the forest, never to be seen again. SRF_Box_3_TheAmazingKettle.indd 22 08/01/18 11:18 AM Revisit the text Share and discuss the following questions to sum up the text. Encourage students to support their thinking and statements with ideas from the text. • What do you think Jimmu will do now that the tanuki is gone? • The story doesn’t tell us how the tanuki felt about the old man and Jimmu. Judging by its actions, how do you think it felt about Jimmu and the old man? 11

Unit 2 300L Student Card 1 Text type: description Themes: p enguins, life cycles, Penguins survival in harsh climates First reading • Read the title aloud. Tell students that this is an informational text about penguins. It also tells about the life cycle of Emperor penguins in Antarctica. Explain that they will read to find out how penguins survive in Antarctica. • Have students read the text on their own for the first time. Guided close readingSCHOLASTIC Penguins Their feet are webbed like a duck's. Compare and contrast © 2018 Scholastic Education International (S) Pte Ltd ISBN  978-981-4808-07-1Like most birds, penguins have Ask: In what ways are penguins like and beaks, feathers and wings. unlike most other birds? Point out that the word like shows how Penguins cannot y with their penguins are the same as other birds. short wings. But they are very good Then have students point out what swimmers. They spend half their penguins cannot do even though they lives in the ocean. have wings. Antarctica Most penguins live in the Think aloud southern parts of Earth. Some Penguins have beaks, feathers, and live in warm areas. Others live in wings, like most birds have. Penguins Antarctica! Antarctica is covered can’t fly, but most birds can. in ice and snow. Key details How can they live in such a cold place? Ask: What helps penguins survive in the Emperor Penguins are the largest freezing weather of Antarctica? Have students think about how the penguins on Earth. They are also the bulleted items relate to the question toughest. They spend winter in Antarctica! and answer. How do they survive? Think aloud Penguins have thick feathers and They have very thick feathers. thick layers of fat to keep them warm. They have thick layers of fat under their skin. Their feet do not freeze, and they Their feet do not freeze. huddle together with other penguins They huddle together with other penguins. to keep warm. All these things keep them warm. Untitled-1.indd 1 24/11/17 9:29 PM 12

Summary: This article describes penguins in general, and Vocabulary: discusses the life cycle of Emperor penguins in Antarctica. • huddle: to crowd together closely in a group • nest: to live in a nest, to look after eggs or young Key details Penguin1 It is the start of winter. Ask: Why does the mother bird put the Emperor penguins are ready to nest. egg on the father’s feet? Babies! Have students focus on what the father They travel across the Emperor penguin does with his feet. ice. They walk and slide Think aloud on their bellies. It is a The father’s feet keep the egg off the cold ice so it will not freeze, and his long way. ©2018ScholasticEducationInternationalS(S)PteLtd ISBNC 978-981-4808-07-1HOLASTICthick feathers keep the egg warm. The father waits. His 3 Problem and solution feet keep the egg o Ask: How do father Emperor penguins 2 the ice. His thick feathers cover it. He stay warm through the winter? A mother lays an egg. She is keeps it warm. Have students think about how a moving careful. If she drops her egg, huddle would keep the penguins warm. it will freeze. She puts it on hidden egg top of the father’s feet. Then Think aloud she leaves him. She goes 6 The picture and text explain how all back to the ocean to feed. the father Emperor penguins huddle 4 together and move from the outside 5 The babies hatch. of the huddle to the inside to keep It is midwinter. The fathers stay together. warm. They are tiny. During storms they huddle closer. This keeps Their feathers are the inside penguins warm. The outside thin. They stay penguins are freezing though! Soon the close to their huddle moves so the outside penguins can fathers’ warmth. move inside. It is their turn to be warm. 6 The mothers return. The babies 8 grow and grow. They bring up food By the summer, 7 from their stomachs they are ready. to feed their babies. Now they make The fathers are their own starving. They return journey, all the to the sea. It is their way to the sea. turn to eat. Untitled-1.indd 2 24/11/17 9:29 PM Revisit the text Share and discuss the following questions to sum up the text. Encourage students to support their thinking and statements with ideas from the text. • What does the map tell you about Emperor penguins that the text does not? • Look at the pictures again. How are penguins’ bodies similar to those of other kinds of birds you know about? How are they different? 13

Unit 2 560L Student Card 2 Text type: procedure Theme: learning to make Make a Garden in a Jar a terrarium First reading • Read the title aloud. Tell students this text explains how to make something. Ask students to think about when they used a text to make or do something new. Explain that often procedural texts start with a paragraph to introduce what is going to be made. • Have students read the text on their own for the first time. Guided close readingSCHOLASTIC GMAARKDEENa in a JAR Text type © 2018 Scholastic Education International (S) Pte Ltd ISBN  978-981-4808-07-1We all know plants need water. Rain helpsMake your own terrarium Ask: What features help you understand gardens, forests and jungles grow. Some and see for yourself! plants don’t have to wait for it to rain. Plants in this is a procedural text? a terrarium make their own rain! Here’s What You’ll Need Think aloud » A clear jar or other glass container The word make in the title, the A terrarium is like a tiny jungle in a sealed jar. Like materials box, and the list of steps the plants in a real jungle, terrarium plants need with a lid indicate this is a procedural text that soil, sun and water. The sun shines through the gives instructions on how to make glass jar. Soil and water are added just before the » Small stones something. terrarium is closed up. » Charcoal » Soil Compare and contrast The plants now have everything they need! » 3 or 4 small plants Ask: How is a terrarium like a real jungle? The plants absorb water through their roots. » Decorations (rocks, shells, The plants give moisture to the air through their Think aloud leaves. That moisture changes into water when small plastic toys) Like a jungle, the plants in a terrarium it hits the walls and lid of the jar. The water drips need soil, sun, and water. down to the plants and the soil. The roots of » Spray bottle filled with water the plants can use the water again. This cycle Cause and effect happens over and over again. Htwerainrratmr: i,Summoomsi.seCtphelnoavonisrtseodnsmomnae’ltnlgptsrl.aonwtswthealltinlike Ask: What causes drops of water to form on the walls and lid of the jar? Think aloud The plants give off moisture from their leaves into the air in the terrarium. The moisture hits the walls and lid and changes into drops of water. 14

Summary: This set of instructions shows how to make Vocabulary: a terrarium and keep the plants in it healthy. • moss: a small flowerless green plant that lacks true roots and grows in damp habitats • terrarium: a glass container with plants inside Sequence of events©2018ScholasticEducationInternationalS(S)PteLtd ISBNC 978-981-4808-07-1HOLASTICStep 1: Make sure your container is veryStep 7: Spray water on the plants. Careful! Ask: After you put charcoal on top of the clean. This will help keep your plants healthy. Only use a little water. stones, what do you do next? Step 2: Put small stones in the bottom of Step 8: Put the lid on your terrarium and Think aloud The steps are numbered so the your container. This is important. It stops place it where it can get some sun. Check reader knows the order of steps. the soil getting too wet. Plant roots can rot your terrarium every few days. You should Adding charcoal is in Step 3, if they sit in too much water. see tiny water droplets on the walls and lid. so Step 4 tells what to do next— add the soil. Step 3: Place a small amount of charcoal Taking Care of Your Terrarium Make inferences on top of the stones. The charcoal helps » Don’t put your terrarium in a very Ask: Why do you think the instructions keep the terrarium clean. sunny spot! If you do your terrarium say to only use a little water? Step 4: Add the soil. Keep scooping in will steam up. Your plants will cook! Think aloud If there is too much water, the plants soil until the container is half full. » Don’t use plants with fuzzy leaves may become flooded or it might be difficult for the moisture cycle to Step 5: Use very small plants that do not in a terrarium. Fuzzy leaves collect work correctly. too much moisture. grow fast. Make a hole in the soil for each plant. Place each one in a hole and cover » Plants such as ferns and moss do the roots. well in terrariums. Step 6: Add your decorations. Revisit the text Share and discuss the following questions to sum up the text. Encourage students to support their thinking and statements with ideas from the text. • What might happen if you missed a step or didn’t follow the correct order? • Summarize in your own words how plants in a terrarium get water. • Explain why it would be a good idea to read all of the information in the “Here’s What You’ll Need” section before starting to make a terrarium. 15