1 Ready for S

chool
Topics and Themes Strategies and Skills
• greetings and introductions • use prior knowledge
• classroom objects • classify
• colors • understand concepts of print
• numbers • predict

Pronunciation Grammar
• plural s: /s/ as in books and /z/ • simple present: be
as in pencils • questions with what
• intonation for what questions
Overview
• pronouns: I, it, this
• stress and rhythm • possessive adjectives: my, your
• Sound and Spelling Handbook • singular and plural nouns
(optional) • Grammar and Writing
(optional)

Reading and Writing Content Connections

• Reading: Guess Again
• Content Reader 1: My
Backpack (optional)
• Writing: spelling, words,
phrases
• Art: poster
• Language Arts: fiction
• Math: number activities
• Music: song, chant
• Science: colors
• Values: work hard

Key Vocabulary
Classroom Objects Other Nouns Numbers
backpack school one seven
book student two eight
chair teacher three nine
crayon four ten
Verbs five
desk
eraser be six
marker look
work Expressions
paper
pen I’m ready.
Colors work hard
pencil
pencil case blue
table green
red

T1A Ready for School

 Plan Ahead
Teaching Resources
Class Audio CD
Student Book, Unit 1
• Sound and Spelling Handbook
• Grammar and Writing
• CD-ROM
Workbook, Unit 1
• Sound and Spelling Practice
• Grammar and Writing Practice
• Audio CD
Picture Cards
• Images
• Images and words
Posters
• Unit 1 Teaching Poster
• Units 1–3 Grammar Poster
Interactive Whiteboard
Content Reader 1
• Student Reader, Unit 1
• Teacher’s Manual, Unit 1: pages 4–6
Teacher’s Resource Book
DVD and Guide
Assessment Package
• Placement test: pages 26–27
• Practice test: page 28
• Unit test: page 37
• Oral assessment: page 46
• Performance assessment: pages v–vi
• Backpack Second Edition
ExamView® Assessment Suite
Classroom Display
Bulletin Board
Title the bulletin board display What’s
This? Hang pictures of classroom
objects labeled with the sentence It’s a
(pen). Cover the sentence and part of
each picture with a piece of paper that
can be lifted up. Students guess what
the picture is, then lift the paper to
check their guesses.
For a different display, post the
numbers 1–10. Have students draw
or cut out pictures of items from
magazines to show each number. Post
each picture under the number it
shows. Title the display How Many?
Family Connection
Color Inventory
Have students ask a family
member to help them take
inventory of their school
supplies. Students count how many red items,
how many blue items, and how many green
items they have at home, and report back to
the class.
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Ready for School T1B
 Audioscripts
Student Book
Page 2. Activity 1. Listen and sing.
Unit 1 Song. The text of the audio for the song is found on Student Book page 2.
Page 3. Activity 2. Look. Listen and say. Write.
The text of the audio for this dialogue is found on Student Book page 3.
Page 4. Activity 4. Listen and point. Listen and say.
1. Backpack. It’s a backpack. 6. Marker. It’s a marker.
2. Book. It’s a book. 7. Paper. It’s a piece of paper.
3. Chair. It’s a chair. 8. Pen. It’s a pen.
4. Crayon. It’s a crayon. 9. Pencil. It’s a pencil.
5. Desk. It’s a desk. 10. Table. It’s a table.
Page 5. Activity 5. Look at the picture. Point. Ask and answer.
The text of the audio for this dialogue is found on Student Book page 5.
Page 6. Activity 6. Listen and circle.
1. A: What’s this?
B: It’s a pencil.
2. A: What’s this?
B: It’s a marker.
3. A: What’s this?
B: It’s a table.
4. A: What’s this?
B: It’s a book.
5. A: What’s this?
B: It’s a backpack.
6. A: What’s this?
B: It’s a crayon.
Page 7. Activity 7. Look and listen. Say.
The text of the audio for this dialogue is found on Student Book page 7.
Page 7. Activity 8. Listen and match. Draw and color.
The text of the audio for this activity is found on Student Book page 7.
Page 8. Activity 9. Listen. Draw lines.
1. A: What’s this?
B: It’s a chair.
2. A: What’s this?
B: It’s a pencil.
3. A: What’s this?
B: It’s a book.
4. A: What’s this?
B: It’s an eraser.

T1C Ready for School

Student Book (continued)
Page 8. Activity 10. Listen and chant.
Unit 1 Chant. The text of the audio for the chant is found on Student Book page 8.
Pages 9–10. Little Book.
The text of the audio for the Little Book is found on Student Book pages 9–10.

Workbook
Page 1. Exercise 1. Listen and color. Cut and glue.
Unit 1 Song. The text of the audio for the song is found on Workbook page 1.
Page 3. Exercise 3. Count and write. Listen and check.
1. There are four backpacks. 4. There are seven crayons.
2. There are nine pencils. 5. There are eight erasers.
3. There are ten books. 6. There are three chairs.
Page 4. Exercise 4. Color. Listen and point. Write.
1. Look, it’s a book. It’s blue.
2. Look, it’s a chair. It’s red.
3. Look, it’s a table. It’s red.
4. Look, it’s a crayon. It’s blue.
Page 5. Exercise 5. Listen and match. Draw a line. Color. Write.
Unit 1 Chant. The text of the audio for the chant is found on Workbook page 5.
Page 8. Exercise 9. Listen and circle. Color.
1. It’s an eraser. 4. It’s a chair.
2. It’s a pencil. 5. Seven markers.
3. It’s a book. 6. Two tables.

Teacher’s Edition
Page T3. Pronunciation: Plural s: /s/ as in books and /z/ as in pencils.
The text of the audio for this activity is found on page T3.
Page T5. Pronunciation: Intonation for what questions.
The text of the audio for this activity is found on page T5.

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Ready for School T1D
 Ready for S
1 chool
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1 Listen and sing.

Hello!
Hello. I’m Ricky Red.
Look! I have one pen and
I’m ready for school.

Hello. I’m Gracie Green.

Look! I have two books and
I’m ready for school.

Hello. I’m Bobby Blue.

Look! I have three erasers and
I’m ready for school.

Hello! Do you hear the bell ring?

It’s time for school and
we’re ready to go!

red green blue

2 School supplies; colors
Unit Warm Up
Objectives Vocabulary Materials
• to sing a song nouns: book, eraser, pen, school • CD player
• to use stress, rhythm, and verb: be (is) • Class Audio CD
intonation adjectives: blue, green, red; one, two,
• to talk about classroom objects three
• to identify colors pronoun: I

Creating Interest student on the shoulder, the student should stand

up. Touch all the students who have something
Do one or more of the following to build
red (for example, a red pencil or a red shirt). Lead
students’ curiosity about the unit.
the class to understand that these students all have
Show me. Have students clear their desks. Then something red. Say red as you point to each item.
give everybody one item related to the unit, such Repeat this activity with green and blue.
as a pencil or a book. Hold up a pencil and say
Poster. Display the Unit 1 Poster. Invite students
Show me a pencil. Gesture for students with pencils
to name everything they can, and to ask for the
to hold them up. Repeat for the other items. Ask
names of words they don’t know.
students what they think this unit will be about.
Classify with color. Show the class through
gestures and modeling that when you touch a

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1 Listen and sing. Assign page 1 now. Answers are on

WB
page T125.
1. Before students open their books to page 2,
review the color names with colored paper,
classroom objects, and numbers mentioned in Enrichment
the song (red, green, blue, pen, book, eraser,
I’m ready for school. Point out the repeating
one, two, three).
line I’m ready for school. Help students understand
2. With books closed, play the song once. Then that being ready for something means you are
direct students’ attention to the picture on prepared to start. Throughout the week, help
page 2. Have students use picture clues to students learn and practice this expression. Point
discuss what they think the song might be out when students have all the supplies they need
about. The text of the song is on Student for an activity and then say (Kim) is ready for
Book page 2. (lunch).
3. Read and point to the title of the song. Have
students all wave and repeat the word Hello!
Play the song a second time. Guide students
to point to the images in the picture as they
listen. For example, they point to Ricky Red as
they listen to the first line. Play the song again
if necessary.
4. When students feel comfortable, invite them
to sing the song. Groups may sing different
verses. You may also do gestures for words in
the song. For example, as students say red, have
them point to Ricky Red. As students say one
pen, have them hold up one pen.
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Ready for School T2
 Presentation
Objectives Vocabulary Materials
• to make introductions noun: name • CD player
• to count from one to ten adjectives: my, your; one, two, three, • Class Audio CD
• to identify the numbers 1–10 four, five, six, seven, eight, nine, ten • Unit 1 Stickers
• to use plural s: /s/ as in books and verb: be (is)
/z/ as in pencils

Get Ready answer My name is . Then he or she

tosses the ball back to you. Repeat with different
Ball toss. Stand in a circle with students. Toss
students.
a small ball to a student and say Hi. My name
is . What’s your name? Help the student

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2 Look. Listen and say. Write.
1. Have students open to page 3. Read the
directions. Students look at the pictures and
listen to the dialogue, and then repeat the
dialogue.
2. Ask students to point to the teacher and the
students in the picture at the top of the page.
Play the audio or read the dialogue twice and
have students repeat. The text of the audio for
this dialogue is on Student Book page 3.
3. Have pairs of students role-play the teacher
and students shown in the picture, substituting
their own names for the ones in the dialogue.
4. Read the question What’s your name? Help
students write their names on the line.

3 Count and say. Stick. WB Assign page 3 now. Audioscript is on page

T1D. Answers are on page T125.
1. Ask ten students to sit in a row. Have the first
student stand up. Say One and have the whole
class repeat. Have the second student stand Enrichment
up. Point to each student as you count One,
A5 Pronunciation: Plural s: /s/ as in books and
two and have the class repeat. Continue to the
/z/ as in pencils. Write the words below on the
number ten.
board. Say the words with students. Point out or
2. Read the directions and make sure students elicit the s at the end of each word. Play the audio
understand that they will match the number or say the text. Have students repeat.
on each sticker to the corresponding picture
and number word.
3. Ask students to identify the numbers on /s/ /s/ /s/
the stickers and lay each one on top of the books books ten books
appropriate picture. Then have them stick the backpacks backpacks four backpacks
stickers. desks desks two desks
Answers: one (1); two (2); three (3); four (4); five /z/ /z/ /z/
(5); six (6); seven (7); eight (8); nine (9); ten (10)
pencils pencils nine pencils
4. As students work, walk around the room to markers markers six markers
monitor their understanding. Make sure they chairs chairs two chairs
can identify each number.

T3 Ready for School

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2 Look. Listen and say. Write.
My name Hi. My name
Hi. My name is is Maria. is Carlos.
Miss Jones. What’s
your name?

What’s your name?

My name is .

3 Count and say. Stick.

one two three four five

six seven eight nine ten

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Greetings; numbers 3
 Language in the Real World

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4 Listen and point. Listen and say.

1. backpack 2. book 3. chair 4. crayon 5. desk

6. marker 7. paper 8. pen 9. pencil 10. table

4 School supplies; verb be

Presentation/Practice
Objectives Vocabulary Materials
• to identify classroom objects nouns: backpack, book, chair, color, • CD player
• to identify colors crayon, desk, marker, paper, pen, • Class Audio CD
• to ask and answer What’s this? and pencil, table
What color is it? verb: be (is)
• to use the simple present pronouns: it, this
• to practice intonation for what adjectives: blue, green, red
questions

Get Ready Choose six students to stand around the circle. Say
Go and gesture for students to step from paper to
Touch and say. Display Picture Cards or realia
paper around the circle. Say Stop and gesture for
of the classroom vocabulary presented on the
students to stop. Ask students to name the color
page. Use kinesthetic activities to review and
they are standing on. Participate in the first few
present the vocabulary. Say Touch (or Point to) the
rounds of the activity to model stopping, looking
chair as you model the action. Have students touch
at the color, and naming it. When everyone
their own chairs and repeat the word. Continue
understands what to do, form more groups
with other known items. Then introduce new
with more pieces of paper and have all students
vocabulary in the same way. Repeat the commands
participate at the same time.
with the vocabulary until students respond easily.
Color circle. Place six pieces of paper (two red,
two green, two blue) on the floor in a circle.

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4 Listen and point. Listen and say.
1. Point out the picture dictionary at the bottom
of page 4. Play the audio a few times, and have
students point to each item and repeat each
one. The text of the audio for this activity is
on page T1C.
2. Say the name of each item again. Have
students repeat the name and then point to
examples of it in the big picture.
3. To check comprehension, randomly say the
names of items and have students point to
examples of them in the big picture.

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5 Look at the picture. Point. Ask and 2. Direct students’ attention to the second
answer. dialogue. Play the audio or read the text, and
invite students to repeat. The text of the audio
1. Direct students’ attention to the first dialogue.
for this dialogue is on Student Book page 5.
Play the audio or read the text, and invite
students to repeat. The text of the audio for
this dialogue is on Student Book page 5.

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 3. Choose two students to model both exchanges Enrichment
again for the class as they point to the picture
A8 Pronunciation: Intonation for what
of the backpack.
questions. Write the words below on the board.
4. Divide the class into pairs and focus on the Play the audio or read the audioscript below,
first exchange. Have students ask and answer focusing on the intonation of the questions.
about the picture following the model on
page 5. Make sure students point to an item in
the picture when they ask and answer What’s What’s this? What’s this?
this? One partner can ask about all the images It’s a backpack.
and the other can answer, and then switch What color is it? What color is it?
roles. Or, students can switch roles after each
It’s blue.
picture.
What’s this? What’s this?
5. Focus on the second exchange. Have partners It’s a chair.
ask and answer about the picture, following
What color is it? What color is it?
the model on page 5. Make sure they point
It’s green.
to an item in the picture when they ask and
What’s this? What’s this?
answer What color is it?
It’s a crayon.
6. Point out that the two exchanges together
What color is it? What color is it?
make a conversation. Have partners practice
It’s red.
the conversation, following the model.
Responses will vary, but should follow the
same basic form: Pronunciation: Contraction ’s. Point out
the contraction it’s. On the board, write it is,
1. What’s this? It’s a backpack. pronounce the words, and have students repeat
What color is it? It’s green.
after you. Then cross out the i in is and replace it
2. What’s this? It’s a book. with an apostrophe: it’s. Model slowly blending
What color is it? It’s red. the t and s to say it’s. Have students repeat and
3. What’s this? It’s a chair. then practice this pronunciation in the context of
What color is it? It’s red. some sentences: It’s a pen. It’s a book. It’s a chair.
4. What’s this? It’s a crayon. Color clues. Display one blue object, one green
What color is it? It’s red.
object, and one red crayon. Point to these things
5. What’s this? It’s a desk. while you say the following chant:
What color is it? It’s blue.
I see something red.
6. What’s this? It’s a marker.
I see something red.
What color is it? It’s green.
Is it a pen?
7. What’s this? It’s a piece of paper. No. No. No. (shake your head no)
What color is it? It’s green.
Is it a book?
8. What’s this? It’s a pen. No. No. No. (shake your head no)
What color is it? It’s blue. Is it a crayon?
9. What’s this? It’s a pencil. Yes! Yes! Yes! (nod your head yes)
What color is it? It’s blue.
Repeat the chant with the other items. Encourage
10. What’s this? It’s a table. students to join in on the no, no, no, and yes, yes, yes
What color is it? It’s green.
lines. Repeat the activity a few times using different
Walk around the room and listen to students as key vocabulary items, and gradually have students
they work. Note errors to review later. participate in more of the chant. Finally, have
individual students choose and point to an item and
lead the chant.

T5 Ready for School

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5 Look at the picture. Point. Ask and answer.

What color
What’s this? It’s a backpack. is it?

It’s green.

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Question formation; school supplies;
contractions 5
 What’s this? It’s a chair.

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6 Listen and circle.

1. 2.

pencil eraser pen marker

3. 4.

chair table backpack book

5. 6.

backpack desk paper crayon

6 Questions with be; contractions

Language Practice
Objectives Vocabulary Materials
• to use the simple present nouns: backpack, book, chair, color, • CD player
• to ask and answer What’s this? and crayon, desk, eraser, marker, pen, • Class Audio CD
What color is it? pencil, table
• to identify classroom objects verb: be (is)
• to identify colors pronouns: it, this
adjectives: blue, green, red

Get Ready the object asks What’s this? The other students
all answer It’s a (marker). Repeat the activity with
Stop and go. Have students sit in a circle. Give
other items. The first time around, stop when you
one student a classroom object. When you say
have the item so you can model the question and
Go, the students pass the object around the circle.
elicit the answer from the class.
When you say Stop, the student who is holding

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6 Listen and circle. Write ghost numbers. Have students work

in pairs to practice writing the numbers. First,
1. Draw the students’ attention to the grammar
they take turns using the eraser end of a pencil
box at the top of page 6. Read aloud the
to “write” a number on their partner’s hand. The
sentences and have students repeat. Explain
partner guesses the number and they switch. After
that they will listen to similar exchanges in the
a few rounds, have students practice using pencil
next activity.
and paper.
2. Read the directions with students. Make sure
Point and say. Have students look at Activity 6
students understand that they will circle the
again. Call out random items and have students
word they hear. Point out that item one has
point to them and repeat. For example, say green
been done as an example.
backpack, red chair, or blue book.
3. Play the audio or read the audioscript. Have
Color sort. Copy the chart below onto the board.
students draw a circle around each correct
Have students look at the objects on page 6 and
answer. You may want them to compare their
classify them by color. Students take turns writing
answers in pairs. The text for the audio of this
the name of each object in the correct column.
activity is on page T1C.
Answers: 1. pencil 2. marker 3. table 4. book
blue green red yellow other
5. backpack 6. crayon

Enrichment
Circle the number. Write numbers from 1 to
10 on the board. Say Circle the three, and model Grammar Poster. The Units 1–3 Grammar
this by drawing a circle around the 3. Repeat Poster provides additional models for the
with other numbers, asking volunteers to come to verb be and contractions. You might keep the
the board and follow the command. Then invite poster displayed in your classroom for students’
students to give the commands. To challenge reference.
students, write the numbers out of order, or write
the number words, and repeat the activity.

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 Get Ready
Listen and guess. Hold up two Picture Cards or
real items. Begin spelling (slowly) one of the two
items. Have students listen to the letters and call
out the word as soon as they think they know the
item.

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Look and listen. Say.
1. Have students look at the illustrations and
name everything they can, such as school
items and colors. Encourage them to guess the
event (a birthday party).
2. Ask students to point to the appropriate
picture as you play the audio or read the
dialogue. The text of the audio for this
dialogue is on Student Book page 7.
3. Model acting out the dialogue with two
students. Then choose three students to act
it out for the class. Finally, put students in
groups of three and have them act out the
dialogue on their own. Afterward, tell them to
take turns asking and answering the questions,
substituting other classroom items for the
backpack. Walk around the room and listen
to the students as they work. Note errors to
review later.

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Listen. Draw and color. Listen, draw, and color. After students complete
Activity 8, divide the class into pairs. Have
1. Read the directions and make sure students
Student A describe an imaginary object using the
understand that they will listen to the audio
activity audio as a model, for example: It’s a pencil.
and draw two pictures based on what they
It’s blue. Student B draws according to Student A’s
hear.
description. Then they switch.
2. Direct their attention to the empty spaces.
Sing and count. Review the numbers 1–10. Play
Play the audio for the first box and tell
the audio for the song on Student Book page 2
students to draw the item and color it as the
again, inviting students to sing along. Then ask
words describe. Repeat for the second box.
pairs to create a new verse using a number from
You may want students to compare their
4 –10 and a new item. For example, one pair might
drawings in pairs. The text of the audio for
create the following verse:
this activity is on Student Book page 7.
Hello.
3. Encourage emergent readers to point to the
text under the boxes and “read” along with the I’m Betty Blue.
audio. Look!
Assign page 4 now. Audioscript is on page
I have four markers and I’m ready for school.
WB
T1D. Answers are on page T125. Best guess. Have ready a predetermined number
of classroom objects for students to look at and
guess how many (for example, a cup of pencils, a
Enrichment box of erasers, a pile of rulers, etc.). Write their
Draw and say. Draw a classroom object on guesses on the board, and then, in groups, have
the board and ask What’s this? Invite students to students verify their guesses by counting the
name the object by saying It’s a (desk). Respond objects.
by saying Yes or No. The student who answers
correctly draws another object for the rest of the
class to name. After a few times, put students in
pairs and have them continue the activity.

T7 Ready for School

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7 Look and listen. Say.
Oh! It’s a
What’s this? backpack.

It’s blue.
What color
is it?

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8 Listen. Draw and color.

T

It’s a book. It’s a crayon.

It’s red. It’s green. it 1
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Questions; verb be; contractions; colors 7
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9 Listen. Draw lines.

T

1.

book

2.

chair

3.

eraser

4.

pencil

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10 Listen and chant.

T

Hey, Jill!
Hey, Jill! Hey, Ken! Hey, Matt!
What’s this? What’s this? What’s this?
It’s a pen, Bill. It’s a chair, Jen. It’s a table, Pat.

See
Sound and Spelling
8 School supplies; rhythm and intonation Handbook p. 110
Application
Objectives Vocabulary
• to identify classroom objects nouns: book, chair, eraser, pen,
• to perform a chant pencil, table
• to use stress, rhythm, and pronouns: it, this
intonation verb: be (is)
Get Ready
Matching parts. On the board in a column, place
Picture Cards of three classroom items. Next to
the items in another column, draw a small part
of each of the items so that your board resembles
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Listen. Draw lines.
1. Direct students’ attention to Activity 9.
Read the directions and make sure students
understand that they will listen to the audio
and draw a line from each partial picture to
the word, then to the complete picture based
on what they hear. Say What’s this? as you
point to the detail of the chair in the sample.
Then trace your finger along the line to the
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Listen and chant.
1. Direct students’ attention to the title of the
chant. Point out the exclamation mark and
explain that it means the words are to be read
with strong feeling. Model reading the title.
2. Play the audio or chant as students listen.
Then play it again or chant again and have
students point to each picture as they chant
along. Perform the chant at least twice to
provide students with practice in stress,
rhythm, and intonation. Remind them that
their voices should go down at the end of the
information questions, and that they should
chant exclamations with strong feeling. The
text of the chant is on Student Book page 8.
WB Assign page 5 now. Answers are on
page T125.
Materials
• CD player
• Class Audio CD
the art in Activity 9. Draw a line from one item’s
Picture Card to its detail and say It’s a (pencil).
Invite volunteers to draw lines for the remaining
two pictures.
word and to the full picture of the chair, and
say It’s a chair.
2. Play the audio or read aloud the sentences.
As students work, walk around and make
sure they are drawing lines to the correct
items. The text of the audio for this activity is
on page T1C.
Answers: 1. chair 2. pencil 3. book 4. eraser
Enrichment
Add verses. Work with the class to create new
verses to the chant, substituting students’ names
and new objects for the original words. You might
display the following template on the board and
guide students to fill in the blanks.
Hey, !
What’s this?
It’s a , .
What is it? Give each student a different object
or picture. Put a set of the same objects or pictures
in a large bag. Show students only part of one
item, keeping the rest of it partially hidden in the
bag. Ask What’s this? The student who has the
same object holds it up and says It’s a (marker).
Show the entire object to students. Then repeat,
using a different object.
Sound and Spelling Handbook. For review of
letters a–h, see Student Book page 110, Workbook
page 91, and the teacher’s lesson on page T110.
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 Application
Objectives Vocabulary Summary Materials
• to listen and read nouns: balloon, book, Guess Again: • CD player
for enjoyment pencil case, turn A boy plays a guessing • Class Audio CD
• to identify verbs: be (is), guess game at a school
classroom objects pronouns: it, this, you fair. On his first try,
• to use the simple adjective: your he doesn’t guess the
present interjections: wow, object correctly. But
• to use prior no, yes when he guesses what
knowledge the object hidden
• to predict beneath a cloth is, he
• to understand wins a balloon.
concepts of print

Get Ready cover the school supplies with a cloth and ask
students to name all the items they remember. As
Cover up. Collect a number of school supplies
they name them, write the items on the board.
and spread them out on a desk or table. Allow
students to look at them for one minute. Then

Before Reading something in the story. Encourage them to

1. Have students take out pages 9–10. Model
how to make a Little Book by folding the
pages in half. Make sure all the books are
ready before continuing.
2. Let students look through their books. Have
them name as many things as they can. Then
read the title aloud.
3. Ask if anyone knows what the word guess
means. Act out guessing so students understand
the word. Ask who they think is guessing
predict what happens in the story.
4. Point to the sign School Fun Fair. Explain that
a Fun Fair has different games for people to
play, such as throwing a ball at a target or
knocking down bowling pins. Explain that
when someone wins a game, they get a prize.
Draw a circle on the board and challenge a
few students to hit the circle with a paper ball.
Say to each winner You win!

A14 During Reading If students interrupt frequently with questions

about vocabulary, explain that they don’t need
1. Invite students to listen quietly as you play the
to know every word to get the main idea.
audio or read the story to them. Tell them that
At the same time, encourage them to seek
they can talk about the story and ask questions
meaning from context, from accompanying
when you read or play it again. As you read,
pictures, and from each other.
point to the pictures and use gestures to help
students understand. The text of the Little 3. Reading development: Understand
Book is on Student Book pages 9–10. concepts of print. As you read or listen
to the story a second time, focus on the
2. Read the story or play the audio a second time,
concepts of print, such as parts of a book and
tracking the print as you do so. Encourage
directionality. Read aloud the title and ask
students to point to the speech bubbles and
What’s this? Help students identify it as the
track the conversation in their own books.
title. As you track the print during the second
reading, stop periodically and ask students to
point to the next word or speech bubble.
T9 Ready for School
 Guess Again
by Diane Pinkley
It’s your turn.
What’s this?
What’s this?

Is it a book?

TRACK A14 1
4
Copyright © by Pearson Education, Inc. All rights reserved.
 Yes, it is!
You win a balloon!
Wow!
No. A balloon!
Guess again.
Is it a
pencil case?
2 3
4. Read or listen to the story a third time and
invite students to ask questions and talk about
it. As you read the last page and say It’s your
turn, help students understand that now it’s
their turn to guess what object is hidden
beneath the cloth in the picture. Encourage the
class to say It’s a chair!
5. Compare students’ original predictions with
what actually takes place in the story. Did they
correctly predict which character was guessing
something in the story?
After Reading
Role play. Invite pairs of students to act out the
story in the Little Book. One student can play
the part of the girl, and another student can be
the boy who is guessing. The students can use the
pictures to help them recall the dialogue. Students
can also continue the story by hiding new objects
and guessing about them.
Family connection. Encourage students to take
their Little Books home and share Guess Again
with their families and friends.
To ensure success in reading aloud for those
students who need more support, provide
rehearsal time. Play the audio of the text
(1) sentence by sentence, pausing for students
to repeat each sentence; (2) one page at a time,
pausing for students to repeat each page;
(3) entirely without pausing.
WB Assign pages 6–7 now. Answers are on
page T126.
Enrichment
Content Reader 1. Have students read the
selection My Backpack on pages 4 –5. Assign
the worksheet for the selection, page 22. See the
Teacher’s Manual for the step-by-step lesson and
additional ideas.
6. Echo read. To help students develop oral
reading skills, echo read the book with
them. Play the audio or read aloud the first
sentence. Have students repeat after you as
they track the print in the story. Repeat with
each sentence. Guide students to imitate the
stress, rhythm, and intonation patterns of each
sentence.
Word order: Ask questions.
1. Write the word It on one side of an index
card and it on the other side of the same
card. Repeat this for the words Is and is. On a
separate card, write a. On a fourth card, write
the word book. On a fifth card, write a period
on the front and a question mark on the back.
2. Ask five students to come to the front. Give
each student a card. Hold up a book. Say It is
a book and help students holding the cards to
stand in the order of the sentence. Have the
class repeat the sentence.
3. Then ask Is it a book? Help students holding
cards to move and/or flip their cards to show
the new correct sentence order. Make sure
the students holding the it, is, and (.) cards
flip them over to show Is and it and (?). Invite
other students to hold the cards and repeat the
activity with other examples: It is a pen. Is it a
pen?
It is a book .
Is it a book ?
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Ready for School T10
 Application
Objectives Vocabulary
• to identify colors nouns: backpack, book, chair,
• to use the simple present circle, crayon, desk, eraser,
• to classify by color marker, paper, pen, pencil,
• to ask and answer What’s pencil case, table
this? What color is this? verb: be (is)
pronouns: it, what
adjectives: blue, green, red
Get Ready
Sing the song. Review vocabulary and grammar
through singing the Unit 1 Song on Student Book
page 2. Play the audio (Class CD track A3) and
invite students to sing along.
Project: Make Color Groups
Draw and color. Use red, green, or blue.
Sort.
1. Direct students’ attention to the page. Relate
the project to the rest of the unit by pointing
out that the class has learned the names of
three colors: red, green, and blue. Now they
are going to make a poster using their own
drawings in those colors.
2. Read the directions. Make sure students
understand what to do.
3. Give students art supplies. Have them draw
pictures of their own choosing, color or
decorate them in red, green, or blue, and cut
them out. Put students in pairs and encourage
them to talk about their drawings by asking
one another What’s this? What color is this?
Walk around the room and listen to students
as they work.
4. Draw pictures of three large crayons. Color
one red, one green, and one blue. Attach these
on a bulletin board as in the picture. Add a
large piece of poster paper under the crayons.
5. Invite students to present their drawings to the
class by saying It’s a (pencil). It’s (green). Then
have them stick their drawings to the poster
paper under the appropriate color.
T11 Ready for School
Materials
• red, green, blue art materials
(paper, ribbons, glitter, etc.)
• glue
• scissors
• crayons or markers
• drawing paper
• poster paper
Enrichment
Make color books. Have students make books
by stapling three pieces of paper together. At the
top of each page they should make a red, green, or
blue circle and, if they can, write red, green, or blue
in the appropriate color. Then have them draw
pictures on the rest of the page of things that are
the same color.
Count. Review the numbers 1–10 by counting
the items in each color group with the students.
Have students make number cards by writing
these numbers on individual cards. Change the
number of drawings in each column by taking
away one or two drawings. Then say a color,
model counting the items in that column, and ask
students with that number card to hold it up and
say (Five)(red)!
Color Bingo. Review the colors. Give each
student a bingo card (a paper divided into a
9-square grid). Have students color each square
red, green, or blue. They should not color a whole
row or column the same color. Use paper clips
as markers. In a bag, place blue, green, and red
color cards. Invite a student to pick a card and
say It’s (red). The rest of the class puts a marker
on a square of that color on their card. The first
student to get three markers in a row horizontally
or vertically wins the game.
 Ar
Make Color Groups

t
Draw and color. Use red, green, or blue. ro

P
Sort. jec
t
What color is this? It’s blue.

It’s a triangle.
It’s red.

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Content connection: art; math 11
 Work Hard
e s
u
Val
Color.

Listen.

Read.
Write.

Speak.
Copy: I work hard in school.

12 Character education
Application
Objectives Vocabulary
• to talk about working hard in nouns: book, chair, desk, pencil,
school school, student, teacher
• to become aware of class pronoun: I
participation through listening, verbs: listen, read, speak, work, write
speaking, reading, and writing adverb: hard
• to copy sentences
• to color
Get Ready
Alphabet words. Write the alphabet in a line on
the board. Put students in small groups. Challenge
them to list words (colors, school supplies, and
so on) that begin with each letter of the alphabet.
Values: Work Hard
Color.
1. As you work through the page, encourage
students to apply the language they’ve learned
in this unit. To begin, however, you might
want to have a discussion in your native
language. Ask students what working hard
means. Is it important to work hard? Why?
Where do children work hard? Where do
adults work hard? What are some examples of
working hard in school?
2. Draw students’ attention to page 12. Ask them
to talk about the pictures using any English
they know. If necessary, provide words they
need in English. Then read the words aloud
and have students repeat after you. Point
to the pictures to clarify meaning or act out
listening, speaking, reading, and writing.
3. Have students color in the pictures. Circulate
and ask individual students questions such as
What’s this? What color is it? and so on.
Copy: I work hard in school.
4. Read aloud the sentence at the bottom of the
page: I work hard in school. If necessary, clarify
Materials
• crayons or
markers
Set a time limit and have them list as many as they
can. The group with the longest list wins.
meaning. Read the sentence and have students
repeat it after you. Direct students to copy the
sentence on the line.
5. You may want to extend your students’ writing
practice in paragraph form. On paper, have
them indent and copy the sentence I work hard
in school as the first sentence of the paragraph.
Then have them write detail sentences: I listen.
I speak. I read. I write. Students can conclude
with I’m a good student.
The social-emotional intelligence connection.
Two elements of social-emotional intelligence can
be focused on in relation to working hard. (1) Self-
awareness. Encourage students to think about the
kind of student they are. Are they good listeners?
Do they answer the teacher in class or try to avoid
it? Do they do their reading and writing tasks?
(2) Self-management. Encourage students to think
of ways they can control their behaviors in class.
What can they do to work harder and be better
students?
Family connection. Have students ask their
families how they work hard and why it is
important. Students report back to the class.
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Ready for School T12
 Review
Outcomes Vocabulary
• can identify classroom nouns: backpack, book, chair,
objects crayon, desk, eraser, marker,
• can identify numbers 1–10 pen, pencil, table
• can ask and answer adjectives: one, two, three, four,
What’s this? five, six, seven, eight, nine, ten
verb: be (is)
pronouns: it, this
Performance Assessment
Both activities on page 13 may be used for
performance assessment and review. See
pages v–vi of the Assessment Package for more
information on this type of informal assessment.
Know It? Show It!
Touch and guess.
1. Read the speech bubbles at the top of the
page. Explain that the girl is guessing what the
object is without seeing it.
2. Model the game with a student volunteer. In a
bag, place a few school items. Put a blindfold
on the student and invite him or her to pick
an item from the bag. Ask What’s this? The
student should respond by guessing It’s a (pen).
Say Yes or No and allow the student to remove
the blindfold when he or she has correctly
guessed the item.
3. Distribute bags and blindfolds to partners
or small groups. Students should follow the
model on the page as they play. Make sure
partners switch roles so that everyone says
both parts of the dialogue.
4. As students play the game, walk around the
room and monitor their language. Note errors
to review after the game is finished.
Make a number line. Use the cutouts on
page 127.
1. Draw students’ attention to the picture at the
bottom of the page. Explain that the boys
have made a number line to show the numbers
from one to ten in order.
2. Read the directions and make sure students
understand that they will cut out the cards
T13 Ready for School
Materials
• classroom objects
• blindfolds
• paper bags
• cutouts from page 127
• long pieces of white paper
• glue, scissors, crayons, or
markers
from page 127, glue them in order on a strip
of paper, and label each group of stars with a
number. Give each pair or small group a long
strip of paper and a crayon or marker. Have
students write numbers from 1–10 in order
on the paper, then cut out the groups of stars,
count each group aloud, and glue it under the
correct number.
3. Invite students to share their number lines
with the class and display their work around
the classroom.
WB Assign pages 8–9 now. Audioscript is
on page T1D. Answers are on page T126.
I can do it! Once students have demonstrated
success through the activities on this page, discuss
with them how much they’ve learned and what
they can do now that they’re finishing the unit.
(See Assessment Package pages vii–viii.) Invite
students to mark their growth by checking the
I can do it! star.
Completion Certificate
Students have now completed Unit 1. After
formal assessment (see Assessment Package
pages listed on page T1B), have students use
the Completion Certificate sticker in the back
of the Student Book to celebrate the successful
completion of the unit.
Know It? Show It! Re
Touch and guess. vie
w
What’s this? It’s a marker. Yes.

It’s a
crayon.
No.

Unit 1

I ca

t!
n do i

Make a number line.

Use the cutouts on
page 127.

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Performance assessment
See Assessment Package pp. 23–25, 28, 37, 46–47. 13