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Reading Sponge 1
Teacher's Guide

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Unit 1|Up in the Attic

Reading Sponge 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about the items and memories found in an attic.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences
and sequencing.
4. Students will learn skills in summarizing passages and giving opinions.

Key Words and Phrases:

attic, chest, blanket, photo, mitt, trophy

LESSON GUIDE

Before Reading

1) Go over the “Ready to Read” questions. Extend the activity by asking additional questions: Have the students look at
the picture. Ask what the picture is about? What do they see? What is happening in the picture? Where are the events in
the picture taking place? Etc.

Words to Read
2) Introduce the unit’s key words and phrases.

3) Complete the “Words to Read” exercise. Have the students match the pictures to the correct words.

Extra Idea (optional):

Fly Swatter: Write the unit’s key words and phrases on the board in any random order. Place two chairs in front of the
board with a fly swatter on each chair. Divide class into two equal teams. Have one student from each team sit in the
chairs with their backs to the board. Say one of the vocabulary words on the board. Students stand and find the word on
the board. Students get one swat and the first student to hit the word with their fly swatter gets one point for their team. If
neither student hits the right word, the next students are up and no points are awarded. Repeat until everyone has had at
least one turn. Use pictures for young students who haven't learned the alphabet.

During Reading

1) Have the students listen to the recording of the text and follow along in the student book. Afterwards, ask the students
what they remember about the story without looking at their books.

 What is the story about?

 Who is the main character?
 Where does the story take place?

2) As the passage is being read, have the students underline the unit’s key words and phrases.

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3) Dictation: Read the story to the students. Read each sentence one by one and have the students copy the sentences into
their notebooks. Reread the sentences if necessary.

4) As a class, answer the “Take a Look” and “Quick Check Up” sections. Have students work in groups to make it more
active. When the students are finished, go over the answers as a class, and encourage discussion about both correct and
incorrect answers.

Extra Idea (optional):

Word Find: Prepare small cards with words and their meanings (separately) in advance. Put all the cards in a small bowl
or a hat and have all of the students stand up and pull one card out each. Optionally, you can ask the students who get
words on one side of the room and students who get meanings on the other side. Tell the students that the objective of the
game is for them to find the student whose card matches the one they have. Prizes and penalties can be given to the first
and last pairs to finish.

After Reading: Student Book

1) Check for Understanding

Have the students complete the “Check for Understanding” section. Read each statement and ask individual students to
fill in the blanks.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) Focus on Skills
Explain the meaning of identifying details. (ex. Today, we are going to work on finding the most important details in this
book. Everything you read has a main idea. It is the most important thought or piece of information from the book. It tells
the overall idea of the book. Important details are used to support the main idea.) Illustrate this point with a made-up
example. Tell students how they might have already used identifying important details strategies. (ex. When you learn to
play a new game, how do you know which are the most important details? Have you ever used details to figure out the
main idea of a story? Have you ever noticed that details add description to a story?) Then relate identifying details with
the story at hand. (ex. Let’s talk about what we have learned from this book and see if we can identify the most important
details. Remember that the details will support the main idea. The details should give important information. What
happened in the book? Who did what? Why? What does it look like?) Record students’ comments on the chart paper or
board. Determine the most important details using the information from the chart paper or board. (ex. Now let’s look at
our list. It looks like we were able to gather some good information about our topic. Let’s look at each detail on our list.
Let’s figure out which are the three most important details. When you identify the most important details, you are able to
understand the book better.) Then refer the students back to the “Key words and Phrases” of the story. Then have the
students fill in the blanks with the proper key words. Check the answers as a class.
3) Word Wise
Have the students match the pictures and definitions to the proper key words. Individually: If you feel that the students
have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete
the page and check the answers as a class.

4) Think and Share

Think and Write: Encourage students brainstorming. Give the students examples, and write them on the board if needed.
Reinforce to the students that there is no “incorrect” answer when brainstorming to gain students confidence. When
brainstorming is complete have the students complete the “Think and Write” section on their own.

Talk Together: Introduce the topic to the students by offering personal examples to the students. Brainstorming should
also be encouraged for this activity. Write some of the students’ suggestions and ideas on the board for more effect.

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Extra Idea (optional):

Speed Game: Prepare small cards with key words and related words in advance. Divide the class into two teams (ex.
Team A and Team B), and have each team choose a captain. Each team is given a turn; when it is Team A’s turn show the
card to Team A’s captain (make sure none of the other students see it). The team captain is given a time limit to describe
each thing on the card using only English. The captain cannot say the words on the cards. After the time has expired each
team is awarded points according to how many correct guesses their team made.

After Reading: Workbook

1) Word Practice

Have the students complete the “Word Practice” section. Follow the given directions and offer help and guidance when
necessary.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) High-Frequency Words Practice

Have the students complete the “High-Frequency Words Practice” section. Follow the given directions and offer help and
guidance when necessary. If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
3) Summary Practice

Have the students complete the “Summary Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

4) Sentence Practice

Have the students complete the “Sentence Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

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Unit 2| My Baby Sister

Reading Sponge 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about a person’s baby sister.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences
and sequencing.
4. Students will learn skills in summarizing passages and giving opinions.

Key Words and Phrases:

crawl, carpet, sofa, behind, knee, laugh

LESSON GUIDE

Before Reading

1) Go over the “Ready to Read” questions. Extend the activity by asking additional questions: Have the students look at
the picture. Ask what the picture is about? What do they see? What is happening in the picture? Where are the events in
the picture taking place? Etc.

Words to Read

2) Introduce the unit’s key words and phrases.

3) Complete the “Words to Read” exercise. Have the students match the pictures to the correct words.

Extra Idea (optional):

Team Spelling: Put the class into teams. The teacher shows a team a picture of one of the key words, and the team must
each write down one letter of that word (without showing their teammates), depending on their position. The leftmost
student writes down the first letter, the next student the second letter, etc. (ex. The teacher shows a group of five students
a picture of an apple. The leftmost student writes down "a", the next student "p", the next student "p", the next "l" and the
rightmost student "e".) Give the students a short time limit (ten to twenty seconds depending on their English level) and
then have them all reveal the letters they wrote. Award one point if the word is correctly spelled, then move on to the next
group.

During Reading

1) Have the students listen to the recording of the text and follow along in the student book. Afterwards, ask the students
what they remember about the story without looking at their books.

 What is the story about?

 Who is the main character?
 Where does the story take place?

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2) As the passage is being read, have the students underline the unit’s key words and phrases.

3) Dictation: Read the story to the students. Read each sentence one by one and have the students copy the sentences into
their notebooks. Reread the sentences if necessary.

4) As a class, answer the “Take a Look” and “Quick Check Up” sections. Have students work in groups to make it more
active. When the students are finished, go over the answers as a class, and encourage discussion about both correct and
incorrect answers.

Extra Idea (optional):

Blackout: Prepare six flashcards (numbered 1-6) for each group. Each flashcard should have a picture/clue on it. Give
each player a paper cup, a standard die, and 6 chips/pieces of the same color (squares of paper, etc.). Students place the
die in their cup, shake it up and roll the die. If they roll a 1, they place their marker on card #1. Students must say the word
indicated by the flashcard. If they are answer correctly, they leave their chip on the card. The first player to have a chip on
all 6 flashcards is the winner. Have more advanced students say a full sentence using the structure or vocabulary indicated
on the flashcard. Make a dialog with 6 lines and have flashcards represent lines 1-6.

After Reading: Student Book

1) Check for Understanding

Have the students complete the “Check for Understanding” section. Read each statement and ask individual students to
fill in the blanks.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) Focus on Skills
Explain to the students what cause and effect is. (ex. A cause is something that makes something else happen. Out of two
events, it is the event that happens first. To determine the cause, ask the question "Why Did it Happen?" An effect is what
happens as a result of the cause. Of two related events, it’s the one that happens second or last. To determine the effect,
ask the question "What Happened?") Then play a game that explores causes and effects. Start off by modeling a sentence
using the "if…then" construction. For example, "If I throw a ball, then it will fly across the backyard." Then have your
students create their own "if…then" sentence. After each sentence, discuss the cause and effect. Then refer the students
back to the “Key words and Phrases” of the story. Then have the students fill in the blanks with the proper key words.
Check the answers as a class.
3) Word Wise
Have the students match the pictures and definitions to the proper key words. Individually: If you feel that the students
have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete
the page and check the answers as a class.

4) Think and Share

Think and Write: Encourage students brainstorming. Give the students examples, and write them on the board if needed.
Reinforce to the students that there is no “incorrect” answer when brainstorming to gain students confidence. When
brainstorming is complete have the students complete the “Think and Write” section on their own.

Talk Together: Introduce the topic to the students by offering personal examples to the students. Brainstorming should
also be encouraged for this activity. Write some of the students’ suggestions and ideas on the board for more effect.

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Extra Idea (optional):

Back Writing: Have students sit in a circle for a smaller class or make team lines for a larger class. Choose a letter or word
from the unit’s key words and phrases and have children trace it in the air together. Next, have students trace the letter
onto the back of the person in front of them. Observe the students and correct where necessary. Repeat using new letters.
Use words or sentences for higher levels.

After Reading: Workbook

1) Word Practice

Have the students complete the “Word Practice” section. Follow the given directions and offer help and guidance when
necessary.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) High-Frequency Words Practice

Have the students complete the “High-Frequency Words Practice” section. Follow the given directions and offer help and
guidance when necessary. If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
3) Summary Practice

Have the students complete the “Summary Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

4) Sentence Practice

Have the students complete the “Sentence Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

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Unit 3| Katie Lost Her Dog

Reading Sponge 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about a girl named Katie and her dog.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences
and sequencing.
4. Students will learn skills in summarizing passages and giving opinions.

Key Words and Phrases:

yard, playground, park, bench, leaf, hug

LESSON GUIDE

Before Reading

1) Go over the “Ready to Read” questions. Extend the activity by asking additional questions: Have the students look at
the picture. Ask what the picture is about? What do they see? What is happening in the picture? Where are the events in
the picture taking place? Etc.

Words to Read

2) Introduce the unit’s key words and phrases.

3) Complete the “Words to Read” exercise. Have the students match the pictures to the correct words.

Extra Idea (optional):

Stand and Spell: Make list of words for students to spell. Write students' names on the board. Give each student one letter
to be and write it next to their names. Call out a word to be spelled. Students stand next to each other to spell the word.

During Reading

1) Have the students listen to the recording of the text and follow along in the student book. Afterwards, ask the students
what they remember about the story without looking at their books.

 What is the story about?

 Who is the main character?
 Where does the story take place?

2) As the passage is being read, have the students underline the unit’s key words and phrases.

3) Dictation: Read the story to the students. Read each sentence one by one and have the students copy the sentences into
their notebooks. Reread the sentences if necessary.

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4) As a class, answer the “Take a Look” and “Quick Check Up” sections. Have students work in groups to make it more
active. When the students are finished, go over the answers as a class, and encourage discussion about both correct and
incorrect answers.

Extra Idea (optional):

Charades: Divide your class into two teams. Individuals will take turns acting out one of the words from the cards that you
have prepared. They will choose this card randomly on their turns and will have 2 minutes to get their team to guess the
word without using books or notes. The actor cannot use any sounds but must communicate only through actions. The rest
of the team should shout out any answers that come to mind. If the team is able to guess the word within the designated
time, they score a point. If after two minutes the team has not guessed the word correctly, the other team gets one chance
to guess the word. If they are correct, they score a point and then continue with their turn. Continue playing until you run
out of time or you run out of words. The team with the higher score at the end of the game wins.

After Reading: Student Book

1) Check for Understanding

Have the students complete the “Check for Understanding” section. Read each statement and ask individual students to
fill in the blanks.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) Focus on Skills
Explain the importance of sequencing to the students. (ex. It is important to know the order or sequence that events take
place in a story. It helps you understand what you read.) For an activity, demonstrate to students how important it is to
give directions properly, ask them to give directions to a simple process. For example, have them write directions to make
a peanut butter and jelly sandwich or directions to the playground. Choose a few of the directions and actually follow
them. Make a peanut butter sandwich exactly as the student wrote down. Take a class trip to the playground following the
directions you were given exactly. Chances are, the directions will be incorrect, even in the slightest ways and the students
will see that if directions are bad the task at hand can be very difficult. Then refer the students back to the “Key words and
Phrases” of the story. Then have the students fill in the blanks with the proper key words. Check the answers as a class.
3) Word Wise
Have the students match the pictures and definitions to the proper key words. Individually: If you feel that the students
have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete
the page and check the answers as a class.

4) Think and Share

Think and Write: Encourage students brainstorming. Give the students examples, and write them on the board if needed.
Reinforce to the students that there is no “incorrect” answer when brainstorming to gain students confidence. When
brainstorming is complete have the students complete the “Think and Write” section on their own.

Talk Together: Introduce the topic to the students by offering personal examples to the students. Brainstorming should
also be encouraged for this activity. Write some of the students’ suggestions and ideas on the board for more effect.

Extra Idea (optional):

Spell Race: Divide the class into 2 teams, and then have 1 student from each team stand in front of the board. Say a key
word or phrase and the first student from each team has to write it correctly on the board for their team to gain a point.
Then the next pair of students take a turn and so on.

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After Reading: Workbook

1) Word Practice

Have the students complete the “Word Practice” section. Follow the given directions and offer help and guidance when
necessary.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) High-Frequency Words Practice

Have the students complete the “High-Frequency Words Practice” section. Follow the given directions and offer help and
guidance when necessary. If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
3) Summary Practice

Have the students complete the “Summary Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

4) Sentence Practice

Have the students complete the “Sentence Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

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Unit 4| Brian’s Family

Reading Sponge 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about a boy named Brian and his family.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences
and sequencing.
4. Students will learn skills in summarizing passages and giving opinions.

Key Words and Phrases:

family, curly, hair, right, left, grandmother

LESSON GUIDE

Before Reading

1) Go over the “Ready to Read” questions. Extend the activity by asking additional questions: Have the students look at
the picture. Ask what the picture is about? What do they see? What is happening in the picture? Where are the events in
the picture taking place? Etc.

Words to Read

2) Introduce the unit’s key words and phrases.

3) Complete the “Words to Read” exercise. Have the students match the pictures to the correct words.

Extra Idea (optional):

Bingo: Give your students a blank bingo boards and ask them to put the review words into the squares randomly. You
should have some strategy for choosing the words to call and then which your students will mark on the cards. You can
write the words on cards and choose them randomly from the deck or simply put small slips of paper into a hat to draw
randomly. Once you have chosen the word do not read it. Instead, give the definition of the word to your class. Each
person must then determine if he has the word that corresponds to the definition on their bingo board. When anyone gets
five squares in a row, they should shout, “Bingo!” Warn your students not to clear their boards until you have checked the
winner’s words to make sure they did not have an incorrect answer. Give the winner of each round a prize or allow them
to call the words for the next round though you may need to supply the definitions.

During Reading

1) Have the students listen to the recording of the text and follow along in the student book. Afterwards, ask the students
what they remember about the story without looking at their books.

 What is the story about?

 Who is the main character?

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 Where does the story take place?

2) As the passage is being read, have the students underline the unit’s key words and phrases.

3) Dictation: Read the story to the students. Read each sentence one by one and have the students copy the sentences into
their notebooks. Reread the sentences if necessary.

4) As a class, answer the “Take a Look” and “Quick Check Up” sections. Have students work in groups to make it more
active. When the students are finished, go over the answers as a class, and encourage discussion about both correct and
incorrect answers.

Extra Idea (optional):

Word Tennis: Divide the class into 2 teams. Write the team names on either side of the board at the top. Leave a space in
the middle of the board to write a list of categories. Write the first category [for example, animals]. Have the students read
this to you, if they can't read it yet, you can read it to them. Repeated exposure to the category names will help them
recognize them. Point quickly to the first student. The student must respond with an animal name within a few seconds.
Then the 'ball' bounces to the other team, and the first student quickly gives the name of another animal. Then the second
student on the other team answers. This game must be done quickly, and without any repetition of vocabulary. When a
student cannot answer, a point is given to the opposing team, and a new category is written on the board. The whole
process is then repeated. Ideally this game should be a fast review of vocabulary items.

After Reading: Student Book

1) Check for Understanding

Have the students complete the “Check for Understanding” section. Read each statement and ask individual students to
fill in the blanks.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) Focus on Skills
As a class have a discussion on the characters in the story being read. Have the students discuss the characteristics of the
characters (ex. looks, personality, etc.) For an activity, have the students "become" a character from the book. Students
will be partnered up so they make a list of questions to ask their partner's character. It can have to do with characteristics,
other characters, setting, plot, problem/solution, cause & effect, etc. The students then partner up. They take turns
interviewing each other. Then they report to the class what they learned about the character. Then refer the students back
to the “Key words and Phrases” of the story. Then have the students fill in the blanks with the proper key words. Check
the answers as a class.
3) Word Wise
Have the students match the pictures and definitions to the proper key words. Individually: If you feel that the students
have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete
the page and check the answers as a class.

4) Think and Share

Think and Write: Encourage students brainstorming. Give the students examples, and write them on the board if needed.
Reinforce to the students that there is no “incorrect” answer when brainstorming to gain students confidence. When
brainstorming is complete have the students complete the “Think and Write” section on their own.

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Talk Together: Introduce the topic to the students by offering personal examples to the students. Brainstorming should
also be encouraged for this activity. Write some of the students’ suggestions and ideas on the board for more effect.

Extra Idea (optional):

Yes/No Chairs: Place one chair at each end of the classroom. Stick a piece of paper with 'yes' written on it on one of the
chairs, and a 'no' on the other. Divide the class into two teams, and ask a yes/no question. For example: "Can pigs fly?" To
win a point for his/her team, the student must run to the correct chair. In this case 'no' and then answer the question
correctly: "No, pigs can’t fly." If they get the answer wrong, the other team can answer for the point. This game can be
adapted to true/false chairs, where students have to determine the truth of various statements. Take care, of course, that the
statements are within the children's general knowledge.

After Reading: Workbook

1) Word Practice

Have the students complete the “Word Practice” section. Follow the given directions and offer help and guidance when
necessary.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) High-Frequency Words Practice

Have the students complete the “High-Frequency Words Practice” section. Follow the given directions and offer help and
guidance when necessary. If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
3) Summary Practice

Have the students complete the “Summary Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

4) Sentence Practice

Have the students complete the “Sentence Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

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Unit 5| At the Library

Reading Sponge 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about going to a library.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences
and sequencing.
4. Students will learn skills in summarizing passages and giving opinions.

Key Words and Phrases:

library, borrow, choose, stamp, date, late

LESSON GUIDE

Before Reading

1) Go over the “Ready to Read” questions. Extend the activity by asking additional questions: Have the students look at
the picture. Ask what the picture is about? What do they see? What is happening in the picture? Where are the events in
the picture taking place? Etc.

Words to Read

2) Introduce the unit’s key words and phrases.

3) Complete the “Words to Read” exercise. Have the students match the pictures to the correct words.

Extra Idea (optional):

Pictionary: Divide the class into two teams. Call on 1 student at a time to draw on the board. Each student is permitted
only to draw on the board in front of the class. They cannot use any symbols, numbers or letters in what they draw. The
rest of the team should shout out any answers that come to mind. If the team is able to guess the word within the
designated time, they score a point. If after two minutes the team has not guessed the word correctly, the other team gets
one chance to guess the word. If they are correct, they score a point and then continue with their turn. Continue playing
until you run out of time or you run out of words. The team with the higher score at the end of the game wins.

During Reading

1) Have the students listen to the recording of the text and follow along in the student book. Afterwards, ask the students
what they remember about the story without looking at their books.

 What is the story about?

 Who is the main character?
 Where does the story take place?

2) As the passage is being read, have the students underline the unit’s key words and phrases.

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3) Dictation: Read the story to the students. Read each sentence one by one and have the students copy the sentences into
their notebooks. Reread the sentences if necessary.

4) As a class, answer the “Take a Look” and “Quick Check Up” sections. Have students work in groups to make it more
active. When the students are finished, go over the answers as a class, and encourage discussion about both correct and
incorrect answers.

Extra Idea (optional):

Memory Game: Simply write words on the board, the students close their eyes and you erase one. They open their eyes
and guess which word is missing by saying it (or you could have them spell it out.

After Reading: Student Book

1) Check for Understanding

Have the students complete the “Check for Understanding” section. Read each statement and ask individual students to
fill in the blanks.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) Focus on Skills
Explain to the students what a summary is. (ex. A summary is a brief explanation of what you are reading. It should be
done on your own words.) Then have students will work in small cooperative groups to read a passage. They will first
write a summary of what they have read, then shorten the summary into one sentence. For an extra activity, you will need
a large beach ball and a magic marker for this activity. Using the magic marker, divide the beach ball into six sections,
and label them "who, what, where, when, why and how." Assign a reading passage in accordance with the skill level of
the students. Look for educational material that is poised to hold the class' attention, such as short mysteries, topics of
historical fascination or tales of the unusual or bizarre. After reading the material, have the students toss the ball around in
a small group. Once the ball is caught, have the catcher answer the question closest to her right thumb, in regard to the
passage. As each student answers, jot down the responses on a chart paper. This will comprise the group summary. Then
refer the students back to the “Key words and Phrases” of the story. Then have the students fill in the blanks with the
proper key words. Check the answers as a class.
3) Word Wise
Have the students match the pictures and definitions to the proper key words. Individually: If you feel that the students
have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete
the page and check the answers as a class.

4) Think and Share

Think and Write: Encourage students brainstorming. Give the students examples, and write them on the board if needed.
Reinforce to the students that there is no “incorrect” answer when brainstorming to gain students confidence. When
brainstorming is complete have the students complete the “Think and Write” section on their own.

Talk Together: Introduce the topic to the students by offering personal examples to the students. Brainstorming should
also be encouraged for this activity. Write some of the students’ suggestions and ideas on the board for more effect.

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Extra Idea (optional):

Hangman: Think of a word from the unit’s key words and phrases and write dashes onto the board which correspond to
the number of letters in the word. Students then have to call out letters, with too many wrong answers leading to the
completion of the gallows. The game can be made harder by spelling out phrases or even full sentences rather than single
words.

After Reading: Workbook

1) Word Practice

Have the students complete the “Word Practice” section. Follow the given directions and offer help and guidance when
necessary.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) High-Frequency Words Practice

Have the students complete the “High-Frequency Words Practice” section. Follow the given directions and offer help and
guidance when necessary. If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
3) Summary Practice

Have the students complete the “Summary Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

4) Sentence Practice

Have the students complete the “Sentence Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

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Unit 6| I Love You

Reading Sponge 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about Children’s Day.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences
and sequencing.
4. Students will learn skills in summarizing passages and giving opinions.

Key Words and Phrases:

stage, chair, hear, word, sign, thumb

LESSON GUIDE

Before Reading

1) Go over the “Ready to Read” questions. Extend the activity by asking additional questions: Have the students look at
the picture. Ask what the picture is about? What do they see? What is happening in the picture? Where are the events in
the picture taking place? Etc.

Words to Read

2) Introduce the unit’s key words and phrases.

3) Complete the “Words to Read” exercise. Have the students match the pictures to the correct words.

Extra Idea (optional):

20 Questions: A student thinks of a word from the unit’s key words and phrases and the rest of the class has 20 questions
to guess what it is. Both the student who thinks of the item and the students guessing it should be encouraged to use full
sentences if possible. Any student who guesses successfully takes the next turn.

During Reading

1) Have the students listen to the recording of the text and follow along in the student book. Afterwards, ask the students
what they remember about the story without looking at their books.

 What is the story about?

 Who is the main character?
 Where does the story take place?

2) As the passage is being read, have the students underline the unit’s key words and phrases.

3) Dictation: Read the story to the students. Read each sentence one by one and have the students copy the sentences into
their notebooks. Reread the sentences if necessary.

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4) As a class, answer the “Take a Look” and “Quick Check Up” sections. Have students work in groups to make it more
active. When the students are finished, go over the answers as a class, and encourage discussion about both correct and
incorrect answers.

Extra Idea (optional):

Connection: A student starts the game by giving a word for example, yellow, and the next person gives another word that
relates to yellow: the next person, banana; food: hungry: dinner, and so on. It gets more interesting to limit a response
within5 seconds. The student who breaks the chain starts a new round, or suffers a forfeit.

After Reading: Student Book

1) Check for Understanding

Have the students complete the “Check for Understanding” section. Read each statement and ask individual students to
fill in the blanks.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) Focus on Skills
As a class have a discussion on the characters in the story being read. Have the students discuss the characteristics of the
characters (ex. looks, personality, etc.) For an activity, have the students "become" a character from the book. Students
will be partnered up so they make a list of questions to ask their partner's character. It can have to do with characteristics,
other characters, setting, plot, problem/solution, cause & effect, etc. The students then partner up. They take turns
interviewing each other. Then they report to the class what they learned about the character. Then refer the students back
to the “Key words and Phrases” of the story. Then have the students fill in the blanks with the proper key words. Check
the answers as a class.
3) Word Wise
Have the students match the pictures and definitions to the proper key words. Individually: If you feel that the students
have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete
the page and check the answers as a class.

4) Think and Share

Think and Write: Encourage students brainstorming. Give the students examples, and write them on the board if needed.
Reinforce to the students that there is no “incorrect” answer when brainstorming to gain students confidence. When
brainstorming is complete have the students complete the “Think and Write” section on their own.

Talk Together: Introduce the topic to the students by offering personal examples to the students. Brainstorming should
also be encouraged for this activity. Write some of the students’ suggestions and ideas on the board for more effect.

Extra Idea (optional):

Spelling Relay: Separate the classroom board into two or more equal parts by drawing rows and columns. The students
will spell words in the rows. In the columns above write team names. (You can create more rows and columns depending
on the number of teams.(tip- more than four rows is not advisable). Make an equal line up of first relay runners of each
team. The teacher then says a word s/he wants the students to spell. Each runner runs to the board and writes the
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the team. Each team takes turns writing a single letter until the word is completely spelled. The first team to finish spelling
the word correctly scores a point or gets some form of praise.

After Reading: Workbook

1) Word Practice

Have the students complete the “Word Practice” section. Follow the given directions and offer help and guidance when
necessary.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) High-Frequency Words Practice

Have the students complete the “High-Frequency Words Practice” section. Follow the given directions and offer help and
guidance when necessary. If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
3) Summary Practice

Have the students complete the “Summary Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

4) Sentence Practice

Have the students complete the “Sentence Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

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Unit 7| The Country Mouse

Reading Sponge 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about a mouse from the country that visits the city.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences
and sequencing.
4. Students will learn skills in summarizing passages and giving opinions.

Key Words and Phrases:

station, country, greet, city, journey, miss

LESSON GUIDE

Before Reading

1) Go over the “Ready to Read” questions. Extend the activity by asking additional questions: Have the students look at
the picture. Ask what the picture is about? What do they see? What is happening in the picture? Where are the events in
the picture taking place? Etc.

Words to Read

2) Introduce the unit’s key words and phrases.

3) Complete the “Words to Read” exercise. Have the students match the pictures to the correct words.

Extra Idea (optional):

Depictions: Give each student a piece of paper and a pencil. Choose a student to come to the blackboard or other large
writing surface, and ask him to draw a picture showing a specific spelling word. The other students must write what word
they think the picture is. The winner for the round must call out that he has it, then spell the word out loud and show he
has written it.

During Reading

1) Have the students listen to the recording of the text and follow along in the student book. Afterwards, ask the students
what they remember about the story without looking at their books.

 What is the story about?

 Who is the main character?
 Where does the story take place?

2) As the passage is being read, have the students underline the unit’s key words and phrases.

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3) Dictation: Read the story to the students. Read each sentence one by one and have the students copy the sentences into
their notebooks. Reread the sentences if necessary.

4) As a class, answer the “Take a Look” and “Quick Check Up” sections. Have students work in groups to make it more
active. When the students are finished, go over the answers as a class, and encourage discussion about both correct and
incorrect answers.

Extra Idea (optional):

Spelling Detective: Write all of the key words and phrases on the board and let the students study them for one minute.
After one minute, tell them to put their heads down and you change a word, misspell it, or change the tense, whatever
throws them off. Tell the students "Spelling detectives raise your heads and tell me what is wrong." You call on a student
and they have to spell the word correctly to you. You change the word back and give the students as a whole a point. If
they are wrong, YOU get the point.

After Reading: Student Book

1) Check for Understanding

Have the students complete the “Check for Understanding” section. Read each statement and ask individual students to
fill in the blanks.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) Focus on Skills
Explain to the students what a story map is. (ex. A story map is a visual depiction of the settings or the sequence of major
events and actions of story characters. This procedure enables students to relate story events and to perceive structure in
literary selections. By sharing personal interpretations of stories through illustrations, students increase their
understanding and appreciation of selections. Story maps can be used as frameworks for storytelling or retelling, and as
outlines for story writing.) Then explain the main components of a story map (ex. place, characters, events, ending). For
an activity, write the title of the unit at the top of your chart paper. Underneath the title, write the word “Characters”. Tell
the students that the characters are the important people or animals in the story. Ask the children to help you list the
characters in the unit on the chart paper. Then add “Setting” to your chart. Discuss what it means and add the setting of
the story. Continue, adding “Beginning”, “Middle” and “End” to the chart. When you are finished, discuss the list as a
class. Then refer the students back to the “Key words and Phrases” of the story. Then have the students fill in the blanks
with the proper key words. Check the answers as a class.
3) Word Wise
Have the students match the pictures and definitions to the proper key words. Individually: If you feel that the students
have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete
the page and check the answers as a class.

4) Think and Share

Think and Write: Encourage students brainstorming. Give the students examples, and write them on the board if needed.
Reinforce to the students that there is no “incorrect” answer when brainstorming to gain students confidence. When
brainstorming is complete have the students complete the “Think and Write” section on their own.
Talk Together: Introduce the topic to the students by offering personal examples to the students. Brainstorming should
also be encouraged for this activity. Write some of the students’ suggestions and ideas on the board for more effect.

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Extra Idea (optional):

Tic-tac-toe: Draw the tic-tac-toe lines on the board. Pick a boy or girl (ex. play boys vs. girls). Have the student write the
word in a box. If they spell it wrong, get out of the box, or make their letters wrong, they have to erase it and pick the
opposite sex to come up. If they get it right, they pick the same sex to come up. The first person to make a line wins the
game. There are no x's or o's. Just words filled in. You can make a winning line from the other team’s words.

After Reading: Workbook

1) Word Practice

Have the students complete the “Word Practice” section. Follow the given directions and offer help and guidance when
necessary.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) High-Frequency Words Practice

Have the students complete the “High-Frequency Words Practice” section. Follow the given directions and offer help and
guidance when necessary. If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
3) Summary Practice

Have the students complete the “Summary Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

4) Sentence Practice

Have the students complete the “Sentence Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

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Unit 8| Road Signs

Reading Sponge 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about road signs.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences
and sequencing.
4. Students will learn skills in summarizing passages and giving opinions.

Key Words and Phrases:

road, bike, stop, rule, show, follow

LESSON GUIDE

Before Reading

1) Go over the “Ready to Read” questions. Extend the activity by asking additional questions: Have the students look at
the picture. Ask what the picture is about? What do they see? What is happening in the picture? Where are the events in
the picture taking place? Etc.

Words to Read

2) Introduce the unit’s key words and phrases.

3) Complete the “Words to Read” exercise. Have the students match the pictures to the correct words.

Extra Idea (optional):

Word Match: Prepare small cards with words and their meanings (separately) in advance. Put all the cards in a small bowl
or a hat and have all of the students stand up and pull one card out each. Optionally, you can ask the students who get
words on one side of the room and students who get meanings on the other side. Tell the students that the objective of the
game is for them to find the student whose card matches the one they have. Prizes and penalties can be given to the first
and last pairs to finish.

During Reading

1) Have the students listen to the recording of the text and follow along in the student book. Afterwards, ask the students
what they remember about the story without looking at their books.

 What is the story about?

 Who is the main character?
 Where does the story take place?

2) As the passage is being read, have the students underline the unit’s key words and phrases.

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3) Dictation: Read the story to the students. Read each sentence one by one and have the students copy the sentences into
their notebooks. Reread the sentences if necessary.

4) As a class, answer the “Take a Look” and “Quick Check Up” sections. Have students work in groups to make it more
active. When the students are finished, go over the answers as a class, and encourage discussion about both correct and
incorrect answers.

Extra Idea (optional):

Memory Bag: Divide the class into groups of 2-4 students. Assign everyone a vocabulary word. Have each student write
their word out with each letter on a separate small sheet of paper. Place all the letters in a bag. Students take turns taking
one letter out of the bag at a time. If the letter is one found in their word, they keep it and give the bag to the next student.
If the letter they select is not one of the letters in their word, they put it back in the bag and give it to the next student. For
example, say S1 has CAT as their word, S2 has DOG, and S3 has COW. If S1 draws C from the bag (even if it is not the
C that they wrote), they keep it and give the bag to S2. S2 draws a W, puts it back in the bag, and gives it to S3, etc. The
first student to spell their word wins.

After Reading: Student Book

1) Check for Understanding

Have the students complete the “Check for Understanding” section. Read each statement and ask individual students to
fill in the blanks.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) Focus on Skills
Explain to the class what a conclusion is. For an activity, tell the class that you will be describing the contents of
someone’s bag, as well as what the bag looks like. Explain that it will be their job to draw conclusions about the person
based on what you say is in the person’s bag. You might describe a tiny pink purse lined with sequins and feathers with a
tube of lipstick and a hand mirror, a bulky gym bag with a sweatband and a set of hand weights, or a backpack filled with
library books. After you’ve given them several examples, let them break into groups and come up with bags of their own.
Then refer the students back to the “Key words and Phrases” of the story. Then have the students fill in the blanks with
the proper key words. Check the answers as a class.
3) Word Wise
Have the students match the pictures and definitions to the proper key words. Individually: If you feel that the students
have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete
the page and check the answers as a class.

4) Think and Share

Think and Write: Encourage students brainstorming. Give the students examples, and write them on the board if needed.
Reinforce to the students that there is no “incorrect” answer when brainstorming to gain students confidence. When
brainstorming is complete have the students complete the “Think and Write” section on their own.

Talk Together: Introduce the topic to the students by offering personal examples to the students. Brainstorming should
also be encouraged for this activity. Write some of the students’ suggestions and ideas on the board for more effect.

Extra Idea (optional):

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Freeze: With children in a circle and a softball, place a set of vocabulary cards in the middle of the circle and teach the
children that they are to throw the ball to any person in the circle. When the teacher yells, "Freeze!," everyone must stop
moving. The person with the ball must draw a card and say the word. For advanced learners, challenge students to use the
word in a sentence.

After Reading: Workbook

1) Word Practice

Have the students complete the “Word Practice” section. Follow the given directions and offer help and guidance when
necessary.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) High-Frequency Words Practice

Have the students complete the “High-Frequency Words Practice” section. Follow the given directions and offer help and
guidance when necessary. If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
3) Summary Practice

Have the students complete the “Summary Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

4) Sentence Practice

Have the students complete the “Sentence Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

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Unit 9| Bob’s Toys

Reading Sponge 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about Bob and his toys.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences
and sequencing.
4. Students will learn skills in summarizing passages and giving opinions.

Key Words and Phrases:

quiet, bored, robot, monster, jet, rocket

LESSON GUIDE

Before Reading

1) Go over the “Ready to Read” questions. Extend the activity by asking additional questions: Have the students look at
the picture. Ask what the picture is about? What do they see? What is happening in the picture? Where are the events in
the picture taking place? Etc.

Words to Read

2) Introduce the unit’s key words and phrases.

3) Complete the “Words to Read” exercise. Have the students match the pictures to the correct words.

Extra Idea (optional):

Dictionary: The teacher selects a word from the dictionary that students are sure not to know. On slips of paper, students
write what they think is the definition of the word. The teacher writes the real definition on a slip, and then mixes up all
the slips. After reading and talking about all the definitions, students guess which ones they think are correct. Students get
a point for guessing the correct definition, and also get a point if someone else picked the definition they wrote.

During Reading

1) Have the students listen to the recording of the text and follow along in the student book. Afterwards, ask the students
what they remember about the story without looking at their books.

 What is the story about?

 Who is the main character?
 Where does the story take place?

2) As the passage is being read, have the students underline the unit’s key words and phrases.

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3) Dictation: Read the story to the students. Read each sentence one by one and have the students copy the sentences into
their notebooks. Reread the sentences if necessary.

4) As a class, answer the “Take a Look” and “Quick Check Up” sections. Have students work in groups to make it more
active. When the students are finished, go over the answers as a class, and encourage discussion about both correct and
incorrect answers.

Extra Idea (optional):

Fly Swatter: Write the unit’s key words and phrases on the board in any random order. Place two chairs in front of the
board with a fly swatter on each chair. Divide class into two equal teams. Have one student from each team sit in the
chairs with their backs to the board. Say one of the vocabulary words on the board. Students stand and find the word on
the board. Students get one swat and the first student to hit the word with their fly swatter gets one point for their team. If
neither student hits the right word, the next students are up and no points are awarded. Repeat until everyone has had at
least one turn. Use pictures for young students who haven't learned the alphabet.

After Reading: Student Book

1) Check for Understanding

Have the students complete the “Check for Understanding” section. Read each statement and ask individual students to
fill in the blanks.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) Focus on Skills
For an activity, use three stacks of cards, have the first and last sets are some sort of noun, family members, animals, etc.
The one in the middle is some of the adjective cards. The students flip the cards and make a sentence. (ex. 1st card brother,
second card tall last card father. My brother is taller than my father.) You could make it into a game where either one
student or the teacher flips the cards and the first student to raise their hand gets to try and make a sentence. Then refer the
students back to the “Key words and Phrases” of the story. Then have the students fill in the blanks with the proper key
words. Check the answers as a class.
3) Word Wise
Have the students match the pictures and definitions to the proper key words. Individually: If you feel that the students
have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete
the page and check the answers as a class.

4) Think and Share

Think and Write: Encourage students brainstorming. Give the students examples, and write them on the board if needed.
Reinforce to the students that there is no “incorrect” answer when brainstorming to gain students confidence. When
brainstorming is complete have the students complete the “Think and Write” section on their own.

Talk Together: Introduce the topic to the students by offering personal examples to the students. Brainstorming should
also be encouraged for this activity. Write some of the students’ suggestions and ideas on the board for more effect.

Extra Idea (optional):

Word Find: Prepare small cards with words and their meanings (separately) in advance. Put all the cards in a small bowl
or a hat and have all of the students stand up and pull one card out each. Optionally, you can ask the students who get

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words on one side of the room and students who get meanings on the other side. Tell the students that the objective of the
game is for them to find the student whose card matches the one they have. Prizes and penalties can be given to the first
and last pairs to finish.

After Reading: Workbook

1) Word Practice

Have the students complete the “Word Practice” section. Follow the given directions and offer help and guidance when
necessary.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) High-Frequency Words Practice

Have the students complete the “High-Frequency Words Practice” section. Follow the given directions and offer help and
guidance when necessary. If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
3) Summary Practice

Have the students complete the “Summary Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

4) Sentence Practice

Have the students complete the “Sentence Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

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Unit 10| The Tree House

Reading Sponge 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about a tree house.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences
and sequencing.
4. Students will learn skills in summarizing passages and giving opinions.

Key Words and Phrases:

under, climb, house, password, floor, card

LESSON GUIDE

Before Reading

1) Go over the “Ready to Read” questions. Extend the activity by asking additional questions: Have the students look at
the picture. Ask what the picture is about? What do they see? What is happening in the picture? Where are the events in
the picture taking place? Etc.

Words to Read

2) Introduce the unit’s key words and phrases.

3) Complete the “Words to Read” exercise. Have the students match the pictures to the correct words.

Extra Idea (optional):

Speed Game: Prepare small cards with key words and related words in advance. Divide the class into two teams (ex.
Team A and Team B), and have each team choose a captain. Each team is given a turn; when it is Team A’s turn show the
card to Team A’s captain (make sure none of the other students see it). The team captain is given a time limit to describe
each thing on the card using only English. The captain cannot say the words on the cards. After the time has expired each
team is awarded points according to how many correct guesses their team made.

During Reading

1) Have the students listen to the recording of the text and follow along in the student book. Afterwards, ask the students
what they remember about the story without looking at their books.

 What is the story about?

 Who is the main character?
 Where does the story take place?

2) As the passage is being read, have the students underline the unit’s key words and phrases.

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3) Dictation: Read the story to the students. Read each sentence one by one and have the students copy the sentences into
their notebooks. Reread the sentences if necessary.

4) As a class, answer the “Take a Look” and “Quick Check Up” sections. Have students work in groups to make it more
active. When the students are finished, go over the answers as a class, and encourage discussion about both correct and
incorrect answers.

Extra Idea (optional):

Team Spelling: Put the class into teams. The teacher shows a team a picture of one of the key words, and the team must
each write down one letter of that word (without showing their teammates), depending on their position. The leftmost
student writes down the first letter, the next student the second letter, etc. (ex. The teacher shows a group of five students
a picture of an apple. The leftmost student writes down "a", the next student "p", the next student "p", the next "l" and the
rightmost student "e".) Give the students a short time limit (ten to twenty seconds depending on their English level) and
then have them all reveal the letters they wrote. Award one point if the word is correctly spelled, then move on to the next
group.

After Reading: Student Book

1) Check for Understanding

Have the students complete the “Check for Understanding” section. Read each statement and ask individual students to
fill in the blanks.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) Focus on Skills
Explain the importance of sequencing to the students. (ex. It is important to know the order or sequence that events take
place in a story. It helps you understand what you read.) For an activity, demonstrate to students how important it is to
give directions properly, ask them to give directions to a simple process. For example, have them write directions to make
a peanut butter and jelly sandwich or directions to the playground. Choose a few of the directions and actually follow
them. Make a peanut butter sandwich exactly as the student wrote down. Take a class trip to the playground following the
directions you were given exactly. Chances are, the directions will be incorrect, even in the slightest ways and the students
will see that if directions are bad the task at hand can be very difficult. Then refer the students back to the “Key words and
Phrases” of the story. Then have the students fill in the blanks with the proper key words. Check the answers as a class.
3) Word Wise
Have the students match the pictures and definitions to the proper key words. Individually: If you feel that the students
have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete
the page and check the answers as a class.

4) Think and Share

Think and Write: Encourage students brainstorming. Give the students examples, and write them on the board if needed.
Reinforce to the students that there is no “incorrect” answer when brainstorming to gain students confidence. When
brainstorming is complete have the students complete the “Think and Write” section on their own.

Talk Together: Introduce the topic to the students by offering personal examples to the students. Brainstorming should
also be encouraged for this activity. Write some of the students’ suggestions and ideas on the board for more effect.

Extra Idea (optional):

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Blackout: Prepare six flashcards (numbered 1-6) for each group. Each flashcard should have a picture/clue on it. Give
each player a paper cup, a standard die, and 6 chips/pieces of the same color (squares of paper, etc.). Students place the
die in their cup, shake it up and roll the die. If they roll a 1, they place their marker on card #1. Students must say the word
indicated by the flashcard. If they are answer correctly, they leave their chip on the card. The first player to have a chip on
all 6 flashcards is the winner. Have more advanced students say a full sentence using the structure or vocabulary indicated
on the flashcard. Make a dialog with 6 lines and have flashcards represent lines 1-6.

After Reading: Workbook

1) Word Practice

Have the students complete the “Word Practice” section. Follow the given directions and offer help and guidance when
necessary.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) High-Frequency Words Practice

Have the students complete the “High-Frequency Words Practice” section. Follow the given directions and offer help and
guidance when necessary. If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
3) Summary Practice

Have the students complete the “Summary Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

4) Sentence Practice

Have the students complete the “Sentence Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

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Unit 11| The Clay Heads

Reading Sponge 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about a boy and girl playing with clay.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences
and sequencing.
4. Students will learn skills in summarizing passages and giving opinions.

Key Words and Phrases:

clay, make, order, orange, peach, brown

LESSON GUIDE

Before Reading

1) Go over the “Ready to Read” questions. Extend the activity by asking additional questions: Have the students look at
the picture. Ask what the picture is about? What do they see? What is happening in the picture? Where are the events in
the picture taking place? Etc.

Words to Read

2) Introduce the unit’s key words and phrases.

3) Complete the “Words to Read” exercise. Have the students match the pictures to the correct words.

Extra Idea (optional):

Back Writing: Have students sit in a circle for a smaller class or make team lines for a larger class. Choose a letter or word
from the unit’s key words and phrases and have children trace it in the air together. Next, have students trace the letter
onto the back of the person in front of them. Observe the students and correct where necessary. Repeat using new letters.
Use words or sentences for higher levels.

During Reading

1) Have the students listen to the recording of the text and follow along in the student book. Afterwards, ask the students
what they remember about the story without looking at their books.

 What is the story about?

 Who is the main character?
 Where does the story take place?

2) As the passage is being read, have the students underline the unit’s key words and phrases.

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3) Dictation: Read the story to the students. Read each sentence one by one and have the students copy the sentences into
their notebooks. Reread the sentences if necessary.

4) As a class, answer the “Take a Look” and “Quick Check Up” sections. Have students work in groups to make it more
active. When the students are finished, go over the answers as a class, and encourage discussion about both correct and
incorrect answers.

Extra Idea (optional):

Stand and Spell: Make list of words for students to spell. Write students' names on the board. Give each student one letter
to be and write it next to their names. Call out a word to be spelled. Students stand next to each other to spell the word.

After Reading: Student Book

1) Check for Understanding

Have the students complete the “Check for Understanding” section. Read each statement and ask individual students to
fill in the blanks.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) Focus on Skills
Explain to the students what cause and effect is. (ex. A cause is something that makes something else happen. Out of two
events, it is the event that happens first. To determine the cause, ask the question "Why Did it Happen?" An effect is what
happens as a result of the cause. Of two related events, it’s the one that happens second or last. To determine the effect,
ask the question "What Happened?") Then play a game that explores causes and effects. Start off by modeling a sentence
using the "if…then" construction. For example, "If I throw a ball, then it will fly across the backyard." Then have your
students create their own "if…then" sentence. After each sentence, discuss the cause and effect. Then refer the students
back to the “Key words and Phrases” of the story. Then have the students fill in the blanks with the proper key words.
Check the answers as a class.
3) Word Wise
Have the students match the pictures and definitions to the proper key words. Individually: If you feel that the students
have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete
the page and check the answers as a class.

4) Think and Share

Think and Write: Encourage students brainstorming. Give the students examples, and write them on the board if needed.
Reinforce to the students that there is no “incorrect” answer when brainstorming to gain students confidence. When
brainstorming is complete have the students complete the “Think and Write” section on their own.

Talk Together: Introduce the topic to the students by offering personal examples to the students. Brainstorming should
also be encouraged for this activity. Write some of the students’ suggestions and ideas on the board for more effect.

Extra Idea (optional):

Charades: Divide your class into two teams. Individuals will take turns acting out one of the words from the cards that you
have prepared. They will choose this card randomly on their turns and will have 2 minutes to get their team to guess the
word without using books or notes. The actor cannot use any sounds but must communicate only through actions. The rest
of the team should shout out any answers that come to mind. If the team is able to guess the word within the designated

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time, they score a point. If after two minutes the team has not guessed the word correctly, the other team gets one chance
to guess the word. If they are correct, they score a point and then continue with their turn. Continue playing until you run
out of time or you run out of words. The team with the higher score at the end of the game wins.

After Reading: Workbook

1) Word Practice

Have the students complete the “Word Practice” section. Follow the given directions and offer help and guidance when
necessary.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) High-Frequency Words Practice

Have the students complete the “High-Frequency Words Practice” section. Follow the given directions and offer help and
guidance when necessary. If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
3) Summary Practice

Have the students complete the “Summary Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

4) Sentence Practice

Have the students complete the “Sentence Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

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Unit 12| Milk Letters

Reading Sponge 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about writing with milk.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences
and sequencing.
4. Students will learn skills in summarizing passages and giving opinions.

Key Words and Phrases:

write, paper, letter, brush, dry, iron

LESSON GUIDE

Before Reading

1) Go over the “Ready to Read” questions. Extend the activity by asking additional questions: Have the students look at
the picture. Ask what the picture is about? What do they see? What is happening in the picture? Where are the events in
the picture taking place? Etc.

Words to Read

2) Introduce the unit’s key words and phrases.

3) Complete the “Words to Read” exercise. Have the students match the pictures to the correct words.

Extra Idea (optional):

Spell Race: Divide the class into 2 teams, and then have 1 student from each team stand in front of the board. Say a key
word or phrase and the first student from each team has to write it correctly on the board for their team to gain a point.
Then the next pair of students take a turn and so on.

During Reading

1) Have the students listen to the recording of the text and follow along in the student book. Afterwards, ask the students
what they remember about the story without looking at their books.

 What is the story about?

 Who is the main character?
 Where does the story take place?

2) As the passage is being read, have the students underline the unit’s key words and phrases.

3) Dictation: Read the story to the students. Read each sentence one by one and have the students copy the sentences into
their notebooks. Reread the sentences if necessary.

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4) As a class, answer the “Take a Look” and “Quick Check Up” sections. Have students work in groups to make it more
active. When the students are finished, go over the answers as a class, and encourage discussion about both correct and
incorrect answers.

Extra Idea (optional):

Bingo: Give your students a blank bingo boards and ask them to put the review words into the squares randomly. You
should have some strategy for choosing the words to call and then which your students will mark on the cards. You can
write the words on cards and choose them randomly from the deck or simply put small slips of paper into a hat to draw
randomly. Once you have chosen the word do not read it. Instead, give the definition of the word to your class. Each
person must then determine if he has the word that corresponds to the definition on their bingo board. When anyone gets
five squares in a row, they should shout, “Bingo!” Warn your students not to clear their boards until you have checked the
winner’s words to make sure they did not have an incorrect answer. Give the winner of each round a prize or allow them
to call the words for the next round though you may need to supply the definitions.

After Reading: Student Book

1) Check for Understanding

Have the students complete the “Check for Understanding” section. Read each statement and ask individual students to
fill in the blanks.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) Focus on Skills
Ask your students to give you an example of a typical problem. When a suitable problem has been decide and discussed:
define the problem and set the goal, brainstorm any options you might have, evaluate your options, make a plan of action,
evaluation how your plan of action is progressing and modify if necessary, see if you want to add anything new, and
continue to evaluate and modify until goal is reached. Write the six Problem Solving steps on the whiteboard, and ask
your students to verbally come up with ideas for each step of the way, using the problem. By the time you get to step six,
your students should have been able to come up with strategies for every step and have made it to a reachable goal. For an
activity, put your students into groups of 3 or 4 students, and assign a problem. Assign the same problem to each group, so
that you can compare the steps and solutions they come up with. Give students time to complete a problem solving steps
for the problem they have been assigned. When they are finished, begin to compare models. Write 'Define the Problem"
on the board, and write down the problem under this heading. Then write down "Brainstorm Options" and have the
students state what options they were able to think of. Then evaluate the options and delete the ones that cannot be done
easily. Continue like this all the way down to the last step. By this point, one or more groups of your students should have
come up with reasonable options, plans of action and evaluations that have allowed them to achieve their goal. Then refer
the students back to the “Key words and Phrases” of the story. Then have the students fill in the blanks with the proper
key words. Check the answers as a class.
3) Word Wise
Have the students match the pictures and definitions to the proper key words. Individually: If you feel that the students
have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete
the page and check the answers as a class.

4) Think and Share

Think and Write: Encourage students brainstorming. Give the students examples, and write them on the board if needed.
Reinforce to the students that there is no “incorrect” answer when brainstorming to gain students confidence. When
brainstorming is complete have the students complete the “Think and Write” section on their own.

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Talk Together: Introduce the topic to the students by offering personal examples to the students. Brainstorming should
also be encouraged for this activity. Write some of the students’ suggestions and ideas on the board for more effect.

Extra Idea (optional):

Word Tennis: Divide the class into 2 teams. Write the team names on either side of the board at the top. Leave a space in
the middle of the board to write a list of categories. Write the first category [for example, animals]. Have the students read
this to you, if they can't read it yet, you can read it to them. Repeated exposure to the category names will help them
recognize them. Point quickly to the first student. The student must respond with an animal name within a few seconds.
Then the 'ball' bounces to the other team, and the first student quickly gives the name of another animal. Then the second
student on the other team answers. This game must be done quickly, and without any repetition of vocabulary. When a
student cannot answer, a point is given to the opposing team, and a new category is written on the board. The whole
process is then repeated. Ideally this game should be a fast review of vocabulary items.

After Reading: Workbook

1) Word Practice

Have the students complete the “Word Practice” section. Follow the given directions and offer help and guidance when
necessary.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) High-Frequency Words Practice

Have the students complete the “High-Frequency Words Practice” section. Follow the given directions and offer help and
guidance when necessary. If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
3) Summary Practice

Have the students complete the “Summary Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

4) Sentence Practice

Have the students complete the “Sentence Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

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Unit 13| Dad’s Snack

Reading Sponge 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about a dad and his snacks.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences
and sequencing.
4. Students will learn skills in summarizing passages and giving opinions.

Key Words and Phrases:

snack, salty, sugar, sweet, hot, buy

LESSON GUIDE

Before Reading

1) Go over the “Ready to Read” questions. Extend the activity by asking additional questions: Have the students look at
the picture. Ask what the picture is about? What do they see? What is happening in the picture? Where are the events in
the picture taking place? Etc.

Words to Read

2) Introduce the unit’s key words and phrases.

3) Complete the “Words to Read” exercise. Have the students match the pictures to the correct words.

Extra Idea (optional):

Yes/No Chairs: Place one chair at each end of the classroom. Stick a piece of paper with 'yes' written on it on one of the
chairs, and a 'no' on the other. Divide the class into two teams, and ask a yes/no question. For example: "Can pigs fly?" To
win a point for his/her team, the student must run to the correct chair. In this case 'no' and then answer the question
correctly: "No, pigs can’t fly." If they get the answer wrong, the other team can answer for the point. This game can be
adapted to true/false chairs, where students have to determine the truth of various statements. Take care, of course, that the
statements are within the children's general knowledge.

During Reading

1) Have the students listen to the recording of the text and follow along in the student book. Afterwards, ask the students
what they remember about the story without looking at their books.

 What is the story about?

 Who is the main character?
 Where does the story take place?

2) As the passage is being read, have the students underline the unit’s key words and phrases.

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3) Dictation: Read the story to the students. Read each sentence one by one and have the students copy the sentences into
their notebooks. Reread the sentences if necessary.

4) As a class, answer the “Take a Look” and “Quick Check Up” sections. Have students work in groups to make it more
active. When the students are finished, go over the answers as a class, and encourage discussion about both correct and
incorrect answers.

Extra Idea (optional):

Pictionary: Divide the class into two teams. Call on 1 student at a time to draw on the board. Each student is permitted
only to draw on the board in front of the class. They cannot use any symbols, numbers or letters in what they draw. The
rest of the team should shout out any answers that come to mind. If the team is able to guess the word within the
designated time, they score a point. If after two minutes the team has not guessed the word correctly, the other team gets
one chance to guess the word. If they are correct, they score a point and then continue with their turn. Continue playing
until you run out of time or you run out of words. The team with the higher score at the end of the game wins.

After Reading: Student Book

1) Check for Understanding

Have the students complete the “Check for Understanding” section. Read each statement and ask individual students to
fill in the blanks.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) Focus on Skills
Explain the meaning of identifying details. (ex. Today, we are going to work on finding the most important details in this
book. Everything you read has a main idea. It is the most important thought or piece of information from the book. It tells
the overall idea of the book. Important details are used to support the main idea.) Illustrate this point with a made-up
example. Tell students how they might have already used identifying important details strategies. (ex. When you learn to
play a new game, how do you know which are the most important details? Have you ever used details to figure out the
main idea of a story? Have you ever noticed that details add description to a story?) Then relate identifying details with
the story at hand. (ex. Let’s talk about what we have learned from this book and see if we can identify the most important
details. Remember that the details will support the main idea. The details should give important information. What
happened in the book? Who did what? Why? What does it look like?) Record students’ comments on the chart paper or
board. Determine the most important details using the information from the chart paper or board. (ex. Now let’s look at
our list. It looks like we were able to gather some good information about our topic. Let’s look at each detail on our list.
Let’s figure out which are the three most important details. When you identify the most important details, you are able to
understand the book better.) Then refer the students back to the “Key words and Phrases” of the story. Then have the
students fill in the blanks with the proper key words. Check the answers as a class.
3) Word Wise
Have the students match the pictures and definitions to the proper key words. Individually: If you feel that the students
have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete
the page and check the answers as a class.

4) Think and Share

Think and Write: Encourage students brainstorming. Give the students examples, and write them on the board if needed.
Reinforce to the students that there is no “incorrect” answer when brainstorming to gain students confidence. When
brainstorming is complete have the students complete the “Think and Write” section on their own.

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Talk Together: Introduce the topic to the students by offering personal examples to the students. Brainstorming should
also be encouraged for this activity. Write some of the students’ suggestions and ideas on the board for more effect.

Extra Idea (optional):

Memory Game: Simply write words on the board, the students close their eyes and you erase one. They open their eyes
and guess which word is missing by saying it (or you could have them spell it out.

After Reading: Workbook

1) Word Practice

Have the students complete the “Word Practice” section. Follow the given directions and offer help and guidance when
necessary.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) High-Frequency Words Practice

Have the students complete the “High-Frequency Words Practice” section. Follow the given directions and offer help and
guidance when necessary. If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
3) Summary Practice

Have the students complete the “Summary Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

4) Sentence Practice

Have the students complete the “Sentence Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

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Unit 14| Fruit Salad

Reading Sponge 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about making fruit salad.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences
and sequencing.
4. Students will learn skills in summarizing passages and giving opinions.

Key Words and Phrases:

wash, peel, cut, careful, mix, delicious

LESSON GUIDE

Before Reading

1) Go over the “Ready to Read” questions. Extend the activity by asking additional questions: Have the students look at
the picture. Ask what the picture is about? What do they see? What is happening in the picture? Where are the events in
the picture taking place? Etc.

Words to Read

2) Introduce the unit’s key words and phrases.

3) Complete the “Words to Read” exercise. Have the students match the pictures to the correct words.

Extra Idea (optional):

Hangman: Think of a word from the unit’s key words and phrases and write dashes onto the board which correspond to
the number of letters in the word. Students then have to call out letters, with too many wrong answers leading to the
completion of the gallows. The game can be made harder by spelling out phrases or even full sentences rather than single
words.

During Reading

1) Have the students listen to the recording of the text and follow along in the student book. Afterwards, ask the students
what they remember about the story without looking at their books.

 What is the story about?

 Who is the main character?
 Where does the story take place?

2) As the passage is being read, have the students underline the unit’s key words and phrases.

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3) Dictation: Read the story to the students. Read each sentence one by one and have the students copy the sentences into
their notebooks. Reread the sentences if necessary.

4) As a class, answer the “Take a Look” and “Quick Check Up” sections. Have students work in groups to make it more
active. When the students are finished, go over the answers as a class, and encourage discussion about both correct and
incorrect answers.

Extra Idea (optional):

20 Questions: A student thinks of a word from the unit’s key words and phrases and the rest of the class has 20 questions
to guess what it is. Both the student who thinks of the item and the students guessing it should be encouraged to use full
sentences if possible. Any student who guesses successfully takes the next turn.

After Reading: Student Book

1) Check for Understanding

Have the students complete the “Check for Understanding” section. Read each statement and ask individual students to
fill in the blanks.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) Focus on Skills
Explain the importance of sequencing to the students. (ex. It is important to know the order or sequence that events take
place in a story. It helps you understand what you read.) For an activity, demonstrate to students how important it is to
give directions properly, ask them to give directions to a simple process. For example, have them write directions to make
a peanut butter and jelly sandwich or directions to the playground. Choose a few of the directions and actually follow
them. Make a peanut butter sandwich exactly as the student wrote down. Take a class trip to the playground following the
directions you were given exactly. Chances are, the directions will be incorrect, even in the slightest ways and the students
will see that if directions are bad the task at hand can be very difficult. Then refer the students back to the “Key words and
Phrases” of the story. Then have the students fill in the blanks with the proper key words. Check the answers as a class.
3) Word Wise
Have the students match the pictures and definitions to the proper key words. Individually: If you feel that the students
have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete
the page and check the answers as a class.

4) Think and Share

Think and Write: Encourage students brainstorming. Give the students examples, and write them on the board if needed.
Reinforce to the students that there is no “incorrect” answer when brainstorming to gain students confidence. When
brainstorming is complete have the students complete the “Think and Write” section on their own.

Talk Together: Introduce the topic to the students by offering personal examples to the students. Brainstorming should
also be encouraged for this activity. Write some of the students’ suggestions and ideas on the board for more effect.

Extra Idea (optional):

Connection: A student starts the game by giving a word for example, yellow, and the next person gives another word that
relates to yellow: the next person, banana; food: hungry: dinner, and so on. It gets more interesting to limit a response
within5 seconds. The student who breaks the chain starts a new round, or suffers a forfeit.

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After Reading: Workbook

1) Word Practice

Have the students complete the “Word Practice” section. Follow the given directions and offer help and guidance when
necessary.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) High-Frequency Words Practice

Have the students complete the “High-Frequency Words Practice” section. Follow the given directions and offer help and
guidance when necessary. If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
3) Summary Practice

Have the students complete the “Summary Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

4) Sentence Practice

Have the students complete the “Sentence Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

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ANSWER KEY: STUDENT BOOK

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Unit 15| Grandma Rabbit’s Garden

Reading Sponge 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about Grandma Rabbit and her garden.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences
and sequencing.
4. Students will learn skills in summarizing passages and giving opinions.

Key Words and Phrases:

visit, garden, cucumber, vine, pull, carrot

LESSON GUIDE

Before Reading

1) Go over the “Ready to Read” questions. Extend the activity by asking additional questions: Have the students look at
the picture. Ask what the picture is about? What do they see? What is happening in the picture? Where are the events in
the picture taking place? Etc.

Words to Read

2) Introduce the unit’s key words and phrases.

3) Complete the “Words to Read” exercise. Have the students match the pictures to the correct words.

Extra Idea (optional):

Spelling Relay: Separate the classroom board into two or more equal parts by drawing rows and columns. The students
will spell words in the rows. In the columns above write team names. (You can create more rows and columns depending
on the number of teams.(tip- more than four rows is not advisable). Make an equal line up of first relay runners of each
team. The teacher then says a word s/he wants the students to spell. Each runner runs to the board and writes the
beginning letter of the word. He/she runs back to team members and hands the chalk or board marker to the next runner in
the team. Each team takes turns writing a single letter until the word is completely spelled. The first team to finish spelling
the word correctly scores a point or gets some form of praise.

During Reading

1) Have the students listen to the recording of the text and follow along in the student book. Afterwards, ask the students
what they remember about the story without looking at their books.

 What is the story about?

 Who is the main character?
 Where does the story take place?

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2) As the passage is being read, have the students underline the unit’s key words and phrases.

3) Dictation: Read the story to the students. Read each sentence one by one and have the students copy the sentences into
their notebooks. Reread the sentences if necessary.

4) As a class, answer the “Take a Look” and “Quick Check Up” sections. Have students work in groups to make it more
active. When the students are finished, go over the answers as a class, and encourage discussion about both correct and
incorrect answers.

Extra Idea (optional):

Depictions: Give each student a piece of paper and a pencil. Choose a student to come to the blackboard or other large
writing surface, and ask him to draw a picture showing a specific spelling word. The other students must write what word
they think the picture is. The winner for the round must call out that he has it, then spell the word out loud and show he
has written it.

After Reading: Student Book

1) Check for Understanding

Have the students complete the “Check for Understanding” section. Read each statement and ask individual students to
fill in the blanks.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) Focus on Skills
Explain to the students what a summary is. (ex. A summary is a brief explanation of what you are reading. It should be
done on your own words.) Then have students will work in small cooperative groups to read a passage. They will first
write a summary of what they have read, then shorten the summary into one sentence. For an extra activity, you will need
a large beach ball and a magic marker for this activity. Using the magic marker, divide the beach ball into six sections,
and label them "who, what, where, when, why and how." Assign a reading passage in accordance with the skill level of
the students. Look for educational material that is poised to hold the class' attention, such as short mysteries, topics of
historical fascination or tales of the unusual or bizarre. After reading the material, have the students toss the ball around in
a small group. Once the ball is caught, have the catcher answer the question closest to her right thumb, in regard to the
passage. As each student answers, jot down the responses on a chart paper. This will comprise the group summary. Then
refer the students back to the “Key words and Phrases” of the story. Then have the students fill in the blanks with the
proper key words. Check the answers as a class.
3) Word Wise
Have the students match the pictures and definitions to the proper key words. Individually: If you feel that the students
have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete
the page and check the answers as a class.

4) Think and Share

Think and Write: Encourage students brainstorming. Give the students examples, and write them on the board if needed.
Reinforce to the students that there is no “incorrect” answer when brainstorming to gain students confidence. When
brainstorming is complete have the students complete the “Think and Write” section on their own.

Talk Together: Introduce the topic to the students by offering personal examples to the students. Brainstorming should
also be encouraged for this activity. Write some of the students’ suggestions and ideas on the board for more effect.

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Extra Idea (optional):

Spelling Detective: Write all of the key words and phrases on the board and let the students study them for one minute.
After one minute, tell them to put their heads down and you change a word, misspell it, or change the tense, whatever
throws them off. Tell the students "Spelling detectives raise your heads and tell me what is wrong." You call on a student
and they have to spell the word correctly to you. You change the word back and give the students as a whole a point. If
they are wrong, YOU get the point.

After Reading: Workbook

1) Word Practice

Have the students complete the “Word Practice” section. Follow the given directions and offer help and guidance when
necessary.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) High-Frequency Words Practice

Have the students complete the “High-Frequency Words Practice” section. Follow the given directions and offer help and
guidance when necessary. If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
3) Summary Practice

Have the students complete the “Summary Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

4) Sentence Practice

Have the students complete the “Sentence Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

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ANSWER KEY: STUDENT BOOK

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Unit 16| Eating Breakfast

Reading Sponge 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about eating breakfast.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences
and sequencing.
4. Students will learn skills in summarizing passages and giving opinions.

Key Words and Phrases:

morning, stomach, empty, breakfast, energy, cereal

LESSON GUIDE

Before Reading

1) Go over the “Ready to Read” questions. Extend the activity by asking additional questions: Have the students look at
the picture. Ask what the picture is about? What do they see? What is happening in the picture? Where are the events in
the picture taking place? Etc.

Words to Read

2) Introduce the unit’s key words and phrases.

3) Complete the “Words to Read” exercise. Have the students match the pictures to the correct words.

Extra Idea (optional):

Tic-tac-toe: Draw the tic-tac-toe lines on the board. Pick a boy or girl (ex. play boys vs. girls). Have the student write the
word in a box. If they spell it wrong, get out of the box, or make their letters wrong, they have to erase it and pick the
opposite sex to come up. If they get it right, they pick the same sex to come up. The first person to make a line wins the
game. There are no x's or o's. Just words filled in. You can make a winning line from the other team’s words.

During Reading

1) Have the students listen to the recording of the text and follow along in the student book. Afterwards, ask the students
what they remember about the story without looking at their books.

 What is the story about?

 Who is the main character?
 Where does the story take place?

2) As the passage is being read, have the students underline the unit’s key words and phrases.

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3) Dictation: Read the story to the students. Read each sentence one by one and have the students copy the sentences into
their notebooks. Reread the sentences if necessary.

4) As a class, answer the “Take a Look” and “Quick Check Up” sections. Have students work in groups to make it more
active. When the students are finished, go over the answers as a class, and encourage discussion about both correct and
incorrect answers.

Extra Idea (optional):

Word Match: Prepare small cards with words and their meanings (separately) in advance. Put all the cards in a small bowl
or a hat and have all of the students stand up and pull one card out each. Optionally, you can ask the students who get
words on one side of the room and students who get meanings on the other side. Tell the students that the objective of the
game is for them to find the student whose card matches the one they have. Prizes and penalties can be given to the first
and last pairs to finish.

After Reading: Student Book

1) Check for Understanding

Have the students complete the “Check for Understanding” section. Read each statement and ask individual students to
fill in the blanks.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) Focus on Skills
Explain to the students what cause and effect is. (ex. A cause is something that makes something else happen. Out of two
events, it is the event that happens first. To determine the cause, ask the question "Why Did it Happen?" An effect is what
happens as a result of the cause. Of two related events, it’s the one that happens second or last. To determine the effect,
ask the question "What Happened?") Then play a game that explores causes and effects. Start off by modeling a sentence
using the "if…then" construction. For example, "If I throw a ball, then it will fly across the backyard." Then have your
students create their own "if…then" sentence. After each sentence, discuss the cause and effect. Then refer the students
back to the “Key words and Phrases” of the story. Then have the students fill in the blanks with the proper key words.
Check the answers as a class.
3) Word Wise
Have the students match the pictures and definitions to the proper key words. Individually: If you feel that the students
have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete
the page and check the answers as a class.

4) Think and Share

Think and Write: Encourage students brainstorming. Give the students examples, and write them on the board if needed.
Reinforce to the students that there is no “incorrect” answer when brainstorming to gain students confidence. When
brainstorming is complete have the students complete the “Think and Write” section on their own.

Talk Together: Introduce the topic to the students by offering personal examples to the students. Brainstorming should
also be encouraged for this activity. Write some of the students’ suggestions and ideas on the board for more effect.

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Extra Idea (optional):

Memory Bag: Divide the class into groups of 2-4 students. Assign everyone a vocabulary word. Have each student write
their word out with each letter on a separate small sheet of paper. Place all the letters in a bag. Students take turns taking
one letter out of the bag at a time. If the letter is one found in their word, they keep it and give the bag to the next student.
If the letter they select is not one of the letters in their word, they put it back in the bag and give it to the next student. For
example, say S1 has CAT as their word, S2 has DOG, and S3 has COW. If S1 draws C from the bag (even if it is not the
C that they wrote), they keep it and give the bag to S2. S2 draws a W, puts it back in the bag, and gives it to S3, etc. The
first student to spell their word wins.

After Reading: Workbook

1) Word Practice

Have the students complete the “Word Practice” section. Follow the given directions and offer help and guidance when
necessary.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) High-Frequency Words Practice

Have the students complete the “High-Frequency Words Practice” section. Follow the given directions and offer help and
guidance when necessary. If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
3) Summary Practice

Have the students complete the “Summary Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

4) Sentence Practice

Have the students complete the “Sentence Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

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ANSWER KEY: STUDENT BOOK

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Unit 17| Mother-Baby Race

Reading Sponge 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about animals having a mother-baby race.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences
and sequencing.
4. Students will learn skills in summarizing passages and giving opinions.

Key Words and Phrases:

pup, kitten, cub, piglet, win, prize

LESSON GUIDE

Before Reading

1) Go over the “Ready to Read” questions. Extend the activity by asking additional questions: Have the students look at
the picture. Ask what the picture is about? What do they see? What is happening in the picture? Where are the events in
the picture taking place? Etc.

Words to Read

2) Introduce the unit’s key words and phrases.

3) Complete the “Words to Read” exercise. Have the students match the pictures to the correct words.

Extra Idea (optional):

Freeze: With children in a circle and a softball, place a set of vocabulary cards in the middle of the circle and teach the
children that they are to throw the ball to any person in the circle. When the teacher yells, "Freeze!," everyone must stop
moving. The person with the ball must draw a card and say the word. For advanced learners, challenge students to use the
word in a sentence.

During Reading

1) Have the students listen to the recording of the text and follow along in the student book. Afterwards, ask the students
what they remember about the story without looking at their books.

 What is the story about?

 Who is the main character?
 Where does the story take place?

2) As the passage is being read, have the students underline the unit’s key words and phrases.

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3) Dictation: Read the story to the students. Read each sentence one by one and have the students copy the sentences into
their notebooks. Reread the sentences if necessary.

4) As a class, answer the “Take a Look” and “Quick Check Up” sections. Have students work in groups to make it more
active. When the students are finished, go over the answers as a class, and encourage discussion about both correct and
incorrect answers.

Extra Idea (optional):

Dictionary: The teacher selects a word from the dictionary that students are sure not to know. On slips of paper, students
write what they think is the definition of the word. The teacher writes the real definition on a slip, and then mixes up all
the slips. After reading and talking about all the definitions, students guess which ones they think are correct. Students get
a point for guessing the correct definition, and also get a point if someone else picked the definition they wrote.

After Reading: Student Book

1) Check for Understanding

Have the students complete the “Check for Understanding” section. Read each statement and ask individual students to
fill in the blanks.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) Focus on Skills
As a class have a discussion on the characters in the story being read. Have the students discuss the characteristics of the
characters (ex. looks, personality, etc.) For an activity, have the students "become" a character from the book. Students
will be partnered up so they make a list of questions to ask their partner's character. It can have to do with characteristics,
other characters, setting, plot, problem/solution, cause & effect, etc. The students then partner up. They take turns
interviewing each other. Then they report to the class what they learned about the character. Then refer the students back
to the “Key words and Phrases” of the story. Then have the students fill in the blanks with the proper key words. Check
the answers as a class.
3) Word Wise
Have the students match the pictures and definitions to the proper key words. Individually: If you feel that the students
have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete
the page and check the answers as a class.

4) Think and Share

Think and Write: Encourage students brainstorming. Give the students examples, and write them on the board if needed.
Reinforce to the students that there is no “incorrect” answer when brainstorming to gain students confidence. When
brainstorming is complete have the students complete the “Think and Write” section on their own.

Talk Together: Introduce the topic to the students by offering personal examples to the students. Brainstorming should
also be encouraged for this activity. Write some of the students’ suggestions and ideas on the board for more effect.

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Extra Idea (optional):

Fly Swatter: Write the unit’s key words and phrases on the board in any random order. Place two chairs in front of the
board with a fly swatter on each chair. Divide class into two equal teams. Have one student from each team sit in the
chairs with their backs to the board. Say one of the vocabulary words on the board. Students stand and find the word on
the board. Students get one swat and the first student to hit the word with their fly swatter gets one point for their team. If
neither student hits the right word, the next students are up and no points are awarded. Repeat until everyone has had at
least one turn. Use pictures for young students who haven't learned the alphabet.

After Reading: Workbook

1) Word Practice

Have the students complete the “Word Practice” section. Follow the given directions and offer help and guidance when
necessary.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) High-Frequency Words Practice

Have the students complete the “High-Frequency Words Practice” section. Follow the given directions and offer help and
guidance when necessary. If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
3) Summary Practice

Have the students complete the “Summary Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

4) Sentence Practice

Have the students complete the “Sentence Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

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ANSWER KEY: STUDENT BOOK

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Unit 18| Under the Water

Reading Sponge 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about a girl’s day under the water.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences
and sequencing.
4. Students will learn skills in summarizing passages and giving opinions.

Key Words and Phrases:

mask, snorkel, fin, coral, seahorse, starfish

LESSON GUIDE

Before Reading

1) Go over the “Ready to Read” questions. Extend the activity by asking additional questions: Have the students look at
the picture. Ask what the picture is about? What do they see? What is happening in the picture? Where are the events in
the picture taking place? Etc.

Words to Read

2) Introduce the unit’s key words and phrases.

3) Complete the “Words to Read” exercise. Have the students match the pictures to the correct words.

Extra Idea (optional):

Word Find: Prepare small cards with words and their meanings (separately) in advance. Put all the cards in a small bowl
or a hat and have all of the students stand up and pull one card out each. Optionally, you can ask the students who get
words on one side of the room and students who get meanings on the other side. Tell the students that the objective of the
game is for them to find the student whose card matches the one they have. Prizes and penalties can be given to the first
and last pairs to finish.

During Reading

1) Have the students listen to the recording of the text and follow along in the student book. Afterwards, ask the students
what they remember about the story without looking at their books.

 What is the story about?

 Who is the main character?
 Where does the story take place?

2) As the passage is being read, have the students underline the unit’s key words and phrases.

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3) Dictation: Read the story to the students. Read each sentence one by one and have the students copy the sentences into
their notebooks. Reread the sentences if necessary.

4) As a class, answer the “Take a Look” and “Quick Check Up” sections. Have students work in groups to make it more
active. When the students are finished, go over the answers as a class, and encourage discussion about both correct and
incorrect answers.

Extra Idea (optional):

Speed Game: Prepare small cards with key words and related words in advance. Divide the class into two teams (ex.
Team A and Team B), and have each team choose a captain. Each team is given a turn; when it is Team A’s turn show the
card to Team A’s captain (make sure none of the other students see it). The team captain is given a time limit to describe
each thing on the card using only English. The captain cannot say the words on the cards. After the time has expired each
team is awarded points according to how many correct guesses their team made.

After Reading: Student Book

1) Check for Understanding

Have the students complete the “Check for Understanding” section. Read each statement and ask individual students to
fill in the blanks.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) Focus on Skills
Explain the meaning of identifying details. (ex. Today, we are going to work on finding the most important details in this
book. Everything you read has a main idea. It is the most important thought or piece of information from the book. It tells
the overall idea of the book. Important details are used to support the main idea.) Illustrate this point with a made-up
example. Tell students how they might have already used identifying important details strategies. (ex. When you learn to
play a new game, how do you know which are the most important details? Have you ever used details to figure out the
main idea of a story? Have you ever noticed that details add description to a story?) Then relate identifying details with
the story at hand. (ex. Let’s talk about what we have learned from this book and see if we can identify the most important
details. Remember that the details will support the main idea. The details should give important information. What
happened in the book? Who did what? Why? What does it look like?) Record students’ comments on the chart paper or
board. Determine the most important details using the information from the chart paper or board. (ex. Now let’s look at
our list. It looks like we were able to gather some good information about our topic. Let’s look at each detail on our list.
Let’s figure out which are the three most important details. When you identify the most important details, you are able to
understand the book better.) Then refer the students back to the “Key words and Phrases” of the story. Then have the
students fill in the blanks with the proper key words. Check the answers as a class.
3) Word Wise
Have the students match the pictures and definitions to the proper key words. Individually: If you feel that the students
have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete
the page and check the answers as a class.

4) Think and Share

Think and Write: Encourage students brainstorming. Give the students examples, and write them on the board if needed.
Reinforce to the students that there is no “incorrect” answer when brainstorming to gain students confidence. When
brainstorming is complete have the students complete the “Think and Write” section on their own.

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Talk Together: Introduce the topic to the students by offering personal examples to the students. Brainstorming should
also be encouraged for this activity. Write some of the students’ suggestions and ideas on the board for more effect.

Extra Idea (optional):

Team Spelling: Put the class into teams. The teacher shows a team a picture of one of the key words, and the team must
each write down one letter of that word (without showing their teammates), depending on their position. The leftmost
student writes down the first letter, the next student the second letter, etc. (ex. The teacher shows a group of five students
a picture of an apple. The leftmost student writes down "a", the next student "p", the next student "p", the next "l" and the
rightmost student "e".) Give the students a short time limit (ten to twenty seconds depending on their English level) and
then have them all reveal the letters they wrote. Award one point if the word is correctly spelled, then move on to the next
group.

After Reading: Workbook

1) Word Practice

Have the students complete the “Word Practice” section. Follow the given directions and offer help and guidance when
necessary.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) High-Frequency Words Practice

Have the students complete the “High-Frequency Words Practice” section. Follow the given directions and offer help and
guidance when necessary. If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
3) Summary Practice

Have the students complete the “Summary Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

4) Sentence Practice

Have the students complete the “Sentence Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

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Unit 19| A Dog and a Bone

Reading Sponge 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about a dog and the bone he finds.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences
and sequencing.
4. Students will learn skills in summarizing passages and giving opinions.

Key Words and Phrases:

walk, bone, carry, bridge, river, fall

LESSON GUIDE

Before Reading

1) Go over the “Ready to Read” questions. Extend the activity by asking additional questions: Have the students look at
the picture. Ask what the picture is about? What do they see? What is happening in the picture? Where are the events in
the picture taking place? Etc.

Words to Read

2) Introduce the unit’s key words and phrases.

3) Complete the “Words to Read” exercise. Have the students match the pictures to the correct words.

Extra Idea (optional):

Blackout: Prepare six flashcards (numbered 1-6) for each group. Each flashcard should have a picture/clue on it. Give
each player a paper cup, a standard die, and 6 chips/pieces of the same color (squares of paper, etc.). Students place the
die in their cup, shake it up and roll the die. If they roll a 1, they place their marker on card #1. Students must say the word
indicated by the flashcard. If they are answer correctly, they leave their chip on the card. The first player to have a chip on
all 6 flashcards is the winner. Have more advanced students say a full sentence using the structure or vocabulary indicated
on the flashcard. Make a dialog with 6 lines and have flashcards represent lines 1-6.

During Reading

1) Have the students listen to the recording of the text and follow along in the student book. Afterwards, ask the students
what they remember about the story without looking at their books.

 What is the story about?

 Who is the main character?
 Where does the story take place?

2) As the passage is being read, have the students underline the unit’s key words and phrases.

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3) Dictation: Read the story to the students. Read each sentence one by one and have the students copy the sentences into
their notebooks. Reread the sentences if necessary.

4) As a class, answer the “Take a Look” and “Quick Check Up” sections. Have students work in groups to make it more
active. When the students are finished, go over the answers as a class, and encourage discussion about both correct and
incorrect answers.

Extra Idea (optional):

Back Writing: Have students sit in a circle for a smaller class or make team lines for a larger class. Choose a letter or word
from the unit’s key words and phrases and have children trace it in the air together. Next, have students trace the letter
onto the back of the person in front of them. Observe the students and correct where necessary. Repeat using new letters.
Use words or sentences for higher levels.

After Reading: Student Book

1) Check for Understanding

Have the students complete the “Check for Understanding” section. Read each statement and ask individual students to
fill in the blanks.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) Focus on Skills
Explain the importance of sequencing to the students. (ex. It is important to know the order or sequence that events take
place in a story. It helps you understand what you read.) For an activity, demonstrate to students how important it is to
give directions properly, ask them to give directions to a simple process. For example, have them write directions to make
a peanut butter and jelly sandwich or directions to the playground. Choose a few of the directions and actually follow
them. Make a peanut butter sandwich exactly as the student wrote down. Take a class trip to the playground following the
directions you were given exactly. Chances are, the directions will be incorrect, even in the slightest ways and the students
will see that if directions are bad the task at hand can be very difficult. Then refer the students back to the “Key words and
Phrases” of the story. Then have the students fill in the blanks with the proper key words. Check the answers as a class.
3) Word Wise
Have the students match the pictures and definitions to the proper key words. Individually: If you feel that the students
have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete
the page and check the answers as a class.

4) Think and Share

Think and Write: Encourage students brainstorming. Give the students examples, and write them on the board if needed.
Reinforce to the students that there is no “incorrect” answer when brainstorming to gain students confidence. When
brainstorming is complete have the students complete the “Think and Write” section on their own.

Talk Together: Introduce the topic to the students by offering personal examples to the students. Brainstorming should
also be encouraged for this activity. Write some of the students’ suggestions and ideas on the board for more effect.

Extra Idea (optional):

Stand and Spell: Make list of words for students to spell. Write students' names on the board. Give each student one letter
to be and write it next to their names. Call out a word to be spelled. Students stand next to each other to spell the word.

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After Reading: Workbook

1) Word Practice

Have the students complete the “Word Practice” section. Follow the given directions and offer help and guidance when
necessary.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) High-Frequency Words Practice

Have the students complete the “High-Frequency Words Practice” section. Follow the given directions and offer help and
guidance when necessary. If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
3) Summary Practice

Have the students complete the “Summary Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

4) Sentence Practice

Have the students complete the “Sentence Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

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Unit 20| Animal Homes

Reading Sponge 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about animals and where they live.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice reading comprehension skills –identifying main ideas and supporting details, making inferences
and sequencing.
4. Students will learn skills in summarizing passages and giving opinions.

Key Words and Phrases:

nest, cave, web, spider, hive, squirrel

LESSON GUIDE

Before Reading

1) Go over the “Ready to Read” questions. Extend the activity by asking additional questions: Have the students look at
the picture. Ask what the picture is about? What do they see? What is happening in the picture? Where are the events in
the picture taking place? Etc.

Words to Read

2) Introduce the unit’s key words and phrases.

3) Complete the “Words to Read” exercise. Have the students match the pictures to the correct words.

Extra Idea (optional):

Charades: Divide your class into two teams. Individuals will take turns acting out one of the words from the cards that you
have prepared. They will choose this card randomly on their turns and will have 2 minutes to get their team to guess the
word without using books or notes. The actor cannot use any sounds but must communicate only through actions. The rest
of the team should shout out any answers that come to mind. If the team is able to guess the word within the designated
time, they score a point. If after two minutes the team has not guessed the word correctly, the other team gets one chance
to guess the word. If they are correct, they score a point and then continue with their turn. Continue playing until you run
out of time or you run out of words. The team with the higher score at the end of the game wins.

During Reading

1) Have the students listen to the recording of the text and follow along in the student book. Afterwards, ask the students
what they remember about the story without looking at their books.

 What is the story about?

 Who is the main character?
 Where does the story take place?

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2) As the passage is being read, have the students underline the unit’s key words and phrases.

3) Dictation: Read the story to the students. Read each sentence one by one and have the students copy the sentences into
their notebooks. Reread the sentences if necessary.

4) As a class, answer the “Take a Look” and “Quick Check Up” sections. Have students work in groups to make it more
active. When the students are finished, go over the answers as a class, and encourage discussion about both correct and
incorrect answers.

Extra Idea (optional):

Spell Race: Divide the class into 2 teams, and then have 1 student from each team stand in front of the board. Say a key
word or phrase and the first student from each team has to write it correctly on the board for their team to gain a point.
Then the next pair of students take a turn and so on.

After Reading: Student Book

1) Check for Understanding

Have the students complete the “Check for Understanding” section. Read each statement and ask individual students to
fill in the blanks.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) Focus on Skills
Explain to the class the concept of classification. (ex. a. the placing of things in a series of increasingly specialized groups
because of similarities in structure, origin, molecular composition, etc, that indicate a common relationship.) For an
activity, have the students classify their classmates. Have the students make a list of classmates (at least 5). Place this list
in a column, for the rows have the students list different traits. (ex. personality, hair color, height, weight, etc.) Give the
students time to complete their charts, when complete have the students present their charts to the rest of the class or in
groups. Then refer the students back to the “Key words and Phrases” of the story. Then have the students fill in the blanks
with the proper key words. Check the answers as a class.
3) Word Wise
Have the students match the pictures and definitions to the proper key words. Individually: If you feel that the students
have a good understanding of the passage or are at the level to answer the questions by themselves, have them complete
the page and check the answers as a class.

4) Think and Share

Think and Write: Encourage students brainstorming. Give the students examples, and write them on the board if needed.
Reinforce to the students that there is no “incorrect” answer when brainstorming to gain students confidence. When
brainstorming is complete have the students complete the “Think and Write” section on their own.

Talk Together: Introduce the topic to the students by offering personal examples to the students. Brainstorming should
also be encouraged for this activity. Write some of the students’ suggestions and ideas on the board for more effect.

Extra Idea (optional):

Bingo: Give your students a blank bingo boards and ask them to put the review words into the squares randomly. You
should have some strategy for choosing the words to call and then which your students will mark on the cards. You can

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write the words on cards and choose them randomly from the deck or simply put small slips of paper into a hat to draw
randomly. Once you have chosen the word do not read it. Instead, give the definition of the word to your class. Each
person must then determine if he has the word that corresponds to the definition on their bingo board. When anyone gets
five squares in a row, they should shout, “Bingo!” Warn your students not to clear their boards until you have checked the
winner’s words to make sure they did not have an incorrect answer. Give the winner of each round a prize or allow them
to call the words for the next round though you may need to supply the definitions.

After Reading: Workbook

1) Word Practice

Have the students complete the “Word Practice” section. Follow the given directions and offer help and guidance when
necessary.

For more advanced classes, have the students work individually or in groups. When they are finished, go over the answers
as a class.

2) High-Frequency Words Practice

Have the students complete the “High-Frequency Words Practice” section. Follow the given directions and offer help and
guidance when necessary. If you feel that the students have a good understanding of the passage or are at the level to
answer the questions by themselves, have them complete the page and check the answers as a class.
3) Summary Practice

Have the students complete the “Summary Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

4) Sentence Practice

Have the students complete the “Sentence Practice” section. Follow the given directions and offer help and guidance
when necessary. When the students are finished, call on them to read the sentences aloud to the rest of the class.

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

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