Compass Starter Reading Log TG Topics 4-6

STARTER
Reading
LOG
Teacher’s Guide
Topics 4–6
Julia McKie
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Starter Level Topics 4–6 and students are advised to exercise discretion when
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Introduction ............................................................................................................................. iv
Reading Strategies ........................................................................................................ vii
Topic Structure ................................................................................................................ ix
Topic Features .................................................................................................................... x
Scope and Sequence ................................................................................................. xiii
Teaching Notes
Topic 4 What do I like? ..................................................................................... T117
Singing Star ........................................................................................................... T118
Toys Around the World ............................................................................... T138
Topic 5 Who are my friends and family? ............................................. T155
My Little Sister ................................................................................................... T156
Twins! ........................................................................................................................ T176
Topic 6 What am I good at? .......................................................................... T193
Sila’s Paintbrush and Sara’s Pencil ........................................................ T194
What Children Can Do! ............................................................................... T214
Glossary ................................................................................................................................... A1
Cutouts ..................................................................................................................................... A5
iii
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Introduction
Compass is a seven-level English program for bilingual
primary schools. The Compass program includes
four (for Compass Starter) or five (for Levels 1-6)
interrelated modules for students.
Through its integrated English as a Foreign Language
and English Language Arts programs, Compass offers
a robust curriculum incorporating the rich authentic
content and scaffolded learning outcomes available
to English language learners in an immersive
English-speaking environment.
Compass topics are developed from big questions—
life’s essential questions—about students themselves,
about society and humankind, and about the natural
world. In each log, learners examine the same big
questions from different perspectives. These questions
arouse curiosity in the topics and encourage exploration,
personalization, explanation and elaboration.
Compass Starter English Language Arts

Modules: Reading Log and Writing Log,
• Each module aligns to US Common Core Standards
• Early literacy support with the Reading Log
• Comprehensive reading strategy development in the
Reading Log
• A scaffolded writing program in the Writing Log
Compass Starter English as a Foreign

Language
Modules: Language Log and Vocabulary and
Grammar Log
• Focus on communication
• Explicit vocabulary and grammar development
• Development of all four skills (reading, listening,
speaking, writing)
• Early literacy support with phonics practice in the
Language Log
• Grammar, vocabulary and skills aligned to the
Common European Framework of Reference for
Languages (CEFR)
iv
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The objective of reading instruction is to help learners (Levels 3-6) provide easy-to-understand descriptions of
become fluent, analytical readers. The Compass the text type for each story or text in the topic.
Reading Log presents students with engaging original Every story and text has a Reading Strategy Focus and
stories, extracts and adaptations—many contributed by (in Levels 1-6) a Literary or Author Technique. Key
award-winning children’s book authors—with vibrant, Words provide students with support for unfamiliar
eye-catching illustrations. Young readers will encounter vocabulary, so that they are equipped to understand
a broad range of fiction and nonfiction genres, such each story or text. Flashcards (Levels Starter-3) help
as short stories, fables, poems, graphic novels and students learn and review the Key Words. A Glossary
informative texts. at the end of the book gives the part of speech and
The Compass Reading Log prepares students for literacy the definition of each Key Word. After each story or
through a hybrid approach that combines English text, two pages of Comprehension activities confirm
Language Arts instruction with EFL support. Students students’ understanding of the story or text. A Making
will acquire a sequential, scaffolded set of reading Connections page at the end of each topic helps
strategies based on the US Common Core Standards students examine the Big Question.
for Reading: Literature and Reading: Informational
Text. The Compass Reading Log combines these Comprehension Activities
standards—geared toward native speakers of English— Comprehension activities are based on the PIRLS
with extensive vocabulary and comprehension support (Progress in International Reading Literacy Study)
for English language learners. All texts are graded by framework, which recommends four scaffolded
the Lexile® Framework and the CEFR so that students processes of comprehension that guide learners from
encounter authentic, but level-appropriate language. lower- to higher-order thinking by: understanding
Students are guided to understand and apply these explicitly-stated information, making straightforward
reading strategies through dynamic and intuitive inferences, interpreting and integrating information
age- and level-appropriate activities. and examining and evaluating content, language and
textual elements. Within this framework, students
Grade Lexile® Range CEFR
also continue developing the Reading Strategy Focus
Starter 40L to 200L pre-A1 and Literary or Author Technique skills. An Active
1 230L to 420L A1 Reading activity (with Cutouts for selected stories
in Levels Starter–2) increases student interest and
2 450L to 570L A1+
engagement with the story or text, and the final
3 600L to 730L A2 activity requires students to analyze the theme or
Big Question and relate it to their own lives.
4 640L to 780L A2+
5 730L to 850L B1 Making Connections

6 860L to 920 L B1+ After reading a fiction story, students complete the
Connect to Me activity, which helps students examine
the theme of the story in a personalized way.
Reading Log
After reading a nonfiction text, students complete the
Each level of the Compass Reading Log is divided
Connect to… task, which integrates topic content with
into nine topics. The titles of the topics are in the
other academic subject areas such as Science, History
form of Big Questions, which are shared across all
or Social Studies.
components. Each topic contains two texts, a fiction
story and a nonfiction text, each with six lessons of
class material. Genre entries in the Topic Openers
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Reading Log Video differentiated learning. Manage Your Class entries give
In Compass Starter, each fiction story is accompanied by teaching or class management tips related to lesson
a narrated video with animated story scenes, so students content. Answers for activities appear in the Teaching
can watch and listen to the stories. Listening to a storyteller Notes for each lesson.
has a variety of long-term benefits. It develops positive
associations with books, leading to a lifelong interest in Reading Strategies
reading. It facilitates language and speech development, Literary / Author Techniques
building word-sound awareness. It increases students’ The Compass Reading Log equips students to become
attention spans and listening skills. It evokes the powers stronger readers through the development of reading
of curiosity, creativity and imagination. Listening to a strategies, and by building students’ awareness of literary
storyteller or reading aloud to students also exposes and author techniques. These strategies and techniques,
them to new situations in stories that serve as guides to based on US Common Core Standards, give students
appropriate behavior and coping techniques. a repertoire of skills that can be applied across a range
of text genres to increase overall comprehension and
Reading Log Audio promote critical thinking.
Each story or text is accompanied by full audio so that The Reading Strategy Focus is the principal reading
students can listen as they read. strategy for a story or text. Activities at the beginning
of the story or text and in the Comprehension sections
Teaching Notes help to develop the Reading Strategy Focus. In addition
For each story or text in the Compass Reading Log, to the Reading Strategy Focus, other reading strategies
there are two overview pages. A Lessons Preview chart are developed in the Teaching Notes over the course
serves as a quick reference to identify the focus of each of six lessons. Recycling and repetition of reading
lesson and any required resources. There is also a strategies across different texts help students internalize
Summary of the story or text, a description of the these skills and become more proficient readers.
Genre, a list of Key Words and their definitions and In Levels 1-6, each fiction text also highlights a
explanations of the Reading Strategy Focus and (for Literary Technique, such as Nemesis and Epiphany.
Levels 1-6) a Literary or Author Technique. Each nonfiction text highlights an Author Technique,
which helps students notice text features, such as
Each lesson features a lesson overview that outlines
photo captions, section headings and functional
the required resources and lesson focus, including
language, and extend their understanding beyond basic
descriptions of additional reading strategies. Each 50-60
comprehension.
minute lesson plan begins with a Lead in to the Lesson
activity to engage learners, followed by easy-to-read,
step-by-step instructions that guide students through
Photocopiable Worksheets
the reading process, with comprehension and reading Each story or text lesson set contains two photocopiable
strategy development. Most lessons end with a Take worksheets that reinforce and confirm understanding
the Lesson Further activity to personalize learning and of Key Words and help students develop Reading
confirm students’ understanding. Each story or text Strategies. Instructions and answers for Worksheet
lesson set also offers a cross-curricular Connection task activities are included in the Teaching Notes.
to extend learning opportunities to other subject areas.
Throughout the Teaching Notes, level-appropriate
Audio Scripts
teacher language is suggested in green text (for fiction In Compass Reading Logs 3 and 4, each Comprehension
stories) or in orange (for nonfiction texts). In addition, section contains an extra listening comprehension
Know Your Students entries provide insight into activity. The audio scripts for these tracks are located at
students’ abilities and offer suggestions for supporting the back of the teacher’s guides.
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Compass Starter Reading Log Topics 4-6 Identifying Characters’ Feelings
Reading Strategies Identifying characters’ feelings helps students to
empathize with the characters and understand their
Captions
actions in the story. Students can identify characters’
Captions are words, phrases or sentences placed with
feelings by looking at the pictures and by finding words
pictures in a text. They explain what the pictures show
that express feelings in the story.
and give more information. It is important students
understand that captions refer to the pictures and that Identifying Characters’ Motivations
they may provide more information that helps them Feelings can motivate characters in a story to do things
better understand the text. or behave in certain ways. It is important for students to
develop the ability to identify a character’s motivations
Central Message
as it helps in understanding how and why things happen
Stories often teach a lesson about life. To understand
in stories.
a story’s central message, students should answer the
question: What does the main character learn? Identifying Dialogue
When characters in a story speak, their words form
Comparing and Contrasting
dialogue with other characters. Students can identify
To compare means to find things that are the same. To
dialogue by looking for quotation marks. There are
contrast means to find things that are different. Students
always two sets of quotation marks: one set before a
can compare and contrast characters and events in a
character speaks and another set after the character
story by asking: How are they the same or different? The
speaks. Students can also find the verbs say, ask or tell
ability to compare and contrast is important to text and
before or after the quotation marks.
content analysis.
Identifying Descriptions
Connecting Illustrations with the Text
A description gives readers sensory information that
Connecting illustrations with the text helps readers
provides a more complete picture about objects in a
better understand text content and context.
story or text.
Describing the Connection
Identifying Features of a Storybook
The ability to describe the connection between
A storybook is an anthology of stories for children.
individuals, events, ideas or pieces of information in
Students can distinguish one story from another by
an informational text requires readers to first identify
identifying the title page, which contains the title of the
the main idea and details and subsequently analyze the
story and the name of the author.
information to identify the commonalities. The ability
to describe connections is an important aspect of text Identifying Place
analysis, and it also enhances retention of information. The place, or setting, of a story is when and where
it happens.
Identifying Characters
Characters are the people, animals or creatures that the Identifying Places on a Map
story is about. It is important for students to develop the The ability to identify places on a map is vital to
ability to identify and describe characters as it helps in spatial thinking and map skills. It also helps students
reading comprehension. contextualize places in a story or text.
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Identifying Story Sequence Using Pictures
The ability to identify the sequence of events in a story Pictures are the illustrations and photos in a story
helps students organize main ideas and supporting or text. Students can construct and confirm their
details so they are able to better understand the understanding of a story or key words by looking at
development of the story and its characters. the pictures.
Identifying Steps in a Process Using Pictures to Retell a Text

It is important to identify the steps in a process in Pictures of people and things can help readers to
the correct order. To help readers understand and understand and retell a text.
remember the order of steps, authors may include a
Using Your Own Information
numbered list or words such as first, next and then.
When you use your own information and experiences,
Identifying Text Structure you think about what you know about a subject.
Informational texts are often organized with a Making a picture using your own information helps to
predictable structure. The content may follow the connect new information to existing knowledge.
same pattern in each section.
Identifying the Narrator

The narrator is the person who tells the story.
Sometimes stories have more than one narrator. The
narrator can be outside the story, or the narrator can
be a character in the story.
Main Idea and Details

In an informational text, the main idea is the most
important idea of the text. It answers the question
What is the text about? Details add information to the
main idea.
Predicting
When you make predictions, you make a guess before
you read. The title and pictures in a text can help you
predict what the text is about. After you read, ask: Was
my prediction correct?
Reader’s Theater
In Reader’s Theater, students perform a story or
play. Acting it out requires students to reflect on the
relevance of the setting, as well as on the characters’
words and actions. In this way, students interact with
the text in a more personal and memorable way.
Retelling
When students retell a story, they explain what they
read in their own words. Retelling information from
a story can help students understand and recall story
events and details.
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Topic Opener
Fiction Story
Nonfiction Text
Comprehension
Making Connections
ix
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The Topic Opener visually
presents the Big Question
of the Topic.
Key Words help

students understand
the story or text.
Colorful pictures
Students listen
help tell the story.
while they read.
Students complete a
pre-reading activity based
on the Reading Strategy
Focus in Activity 1.
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A Reading Strategy
Students complete Focus activity helps
PIRLS-informed learners become more
Comprehension activities. proficient readers.
Students have fun

with a dynamic Active Students analyze
Reading activity. Some the story or text in a
activities incorporate personalized activity.
colorful Cutouts.
xi
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Making Connections
activities help students
answer the Big Question.
Activities in the Connect to Me section

encourage students to reflect on how
the Big Question relates to them.
Connect to… activities approach

the Big Question through other
academic subject areas.
All the Key Words and their

definitions are in the Glossary.
Flashcards provide a visual reference

for learning and reviewing Key Words.
xii
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Topic Story / Text Reading Strategies Key Words Connections
Marco’s First Day • Identifying Characters first, good, happy, sad, Connect to
by Robert Hill say, think Geography
Pages 10-17 Page 24
Pages 9-24
My Backpack • Using Pictures backpack, lunch,
by Suzanne Harris notebook, pencil, pencil
case, storybook
Pages 18-23
Kroll the Trelf • Details in the Poem behave, bridge, broom, Connect to
by Deirdre Sullivan gold, rule, yak Social Studies
Pages 26-33 Page 40
Pages 25-40
Schools Around • Main Idea and Details boat, high, mountain,
the World noisy, train station, wet
by Esther Mizrachi
Pages 34-39
Lunch in the Garden • Identifying Place eat, garden, hungry, Connect to Health
by Robert Hill pepper, pull, run
Page 56
Pages 42-49
Pages 41-56
Let’s Eat! • Comparing and cinnamon, cook, mix,
by Suzanne Harris Contrasting peanut butter, put, slice
Pages 50-55
Singing Star • Identifying Dialogue bark, birthday, dance, Connect to

by Kelly Bingham hear, shy, sing Social Studies
Pages 58-67 Page 74
Pages 57-74
Toys Around the World • Captions doll, drum, horse, loud,
by Esther Mizrachi puppet, soft
Pages 68-73
My Little Sister • Central Message afraid, fence, hug, Connect to

by Debbie Thomas shout, stop, wag Social Studies
Pages 76-85 Page 92
Pages 75-92 Twins! • Retelling born, identical, same,

by Robert Hill similar, sometimes, twin
Pages 86-91
xiii
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Topic Story / Text Reading Strategies Key Words Connections
Sila’s Paintbrush and • Comparing and cow, farmer, grow, Connect to Art
Sara’s Pencil Contrasting paintbrush, plant, river
Page 110
by Esther Mizrachi
Pages 93-110 Pages 94-103
What Children Can Do! • Describing the beat, chess, everyone,

by Robert Hill Connection jigsaw puzzle, picture,
sell
Pages 104-109
Selkie Girl • Identifying Sensory bright, change into, dry, Connect to Art
by Deirdre Sullivan Words seal, tickle, whisker
Page 130
Pages 112-123
Kites • Categorizing buy, cut, fight, market,

Pages 111-130 by Robert Hill Information sharp, string
Pages 124-129
Dulce Finds Home • Developing Visual branch, fast, log, lost, Connect to
by Kelly Bingham Literacy point, toe Life Science
Pages 132-143 Page 150
Pages 131-150
Let’s Explore! • Identifying Facts alive, colony, root,

by Suzanne Harris saltwater, sunny,
sunscreen
Pages 144-149
Clean Your Room! • Identifying Rhyming floor, mop, rag, slop, Connect to
by Kenn Nesbitt Words sweep, trash Social Studies
Pages 152-163 Page 170
Pages 151-170 Winter and Summer • Using Picture Cues dark, light, park, stone,
by Robert Hill summer, winter
Pages 164-169
Glossary Pages 171-174
Cutouts Pages 175-184
xiv
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4/9/19 16:05
To p ic 4
Singing
ST R
by Kelly Bingham
AROUND THE
by Esther Mizrachi
57
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T 117
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Key Words
Singing
ST R
bark
birthday
dance
hear
shy
sing
by Kelly Bingham
I am Alex.
I like to sing!
1 Find names and I like to dance!
quotation marks. Who
speaks in the story? I sing to my dog, Gizmo.
I sing to my cat, Lola.
2 Listen and follow. 10
Gizmo barks!
58 Topic 4 Singing Star 59
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Lessons Preview
Pages Lesson Focus Teaching Resources
1 58-65 Using Pictures • Topic 4 Fiction Flashcards • Pictures of activities students like to do
• Topic 4 Fiction Worksheet page 126 • Crayons
2 58-65 Using Pictures • Video Topic 4

Identifying Characters • Audio Track 10
• Topic 4 Fiction Flashcards
3 58-65 Using Pictures • Audio Track 10 • Sheets of paper

Identifying Characters’ Feelings • Topic 4 Fiction Worksheet page 127 • Crayons
Art Connection
4 58-65 Identifying Dialogue • Audio Track 10

Identifying the Narrator • Topic 4 Fiction Worksheet page 127
• Students’ drawings
5 58-67 Comprehension • Audio Track 10

Identifying Dialogue • A copy of the story
Identifying Story Sequence • Ice pop sticks
• Scissors and glue
6 58-65, 74 Connect to Me • Audio Track 10

Retelling • Sheets of paper
Reader’s Theater • Crayons
Art Connection
T 118 Topic 4

Summary
Key Words
In “Singing Star,” Alex likes to sing and dance, but he is shy. He only sings at home.
One day, his sister’s friend asks him to sing at her birthday party. With his sister’s bark (v.) to make the short, loud
encouragement, he decides to overcome his shyness and sing to many people. sound of a dog
birthday (n.) the day someone
Genre: Realistic Fiction is born
Realistic fiction is a story that is made up, or not true, but it could happen. “Singing Star” dance (v.) to move your body as
is about a shy, young boy and his interest in singing and dancing. music plays
Reading Strategy Focus hear (v.) to perceive sounds through

the ears
Identifying Dialogue
What is it? When characters in a story speak, their words form dialogue with other shy (adj.) nervous or uncomfortable
characters. Students can identify dialogue by looking for quotation marks. There are about meeting or talking to people
always two sets of quotation marks: one set before a character speaks and another set sing (v.) to use the voice to make
after the character speaks. Students can also find the verbs say, ask or tell before or musical sounds in the form of a song
after the quotation marks. or tune
What will students do? Students will identify dialogue in the story.
Why is it important? The ability to distinguish narration from dialogue is elemental to
understanding story development and the characters.
How will students build on previous knowledge? In Topics 1-3, students learn to
identify characters in a story. In this topic, students will expand on this reading strategy
to help them identify which characters are speaking and relate it to pictures in the story.
Teachers can help students identify dialogue by guiding them to find quotation marks
and the dialogue markers say, ask and tell.
Topic 4 T 119

Lesson 1
Teaching Resources Reading Strategy
Compass Starter Reading Log pages 58-65 Using Pictures
Topic 4 Fiction Flashcards Pictures are the illustrations and photos in a story or text. Students can construct and confirm
their understanding of a story or key words by looking at the pictures.
Topic 4 Fiction Worksheet page 126
Pictures of activities students like to do
Crayons
Lead in to the Lesson (15 min.)

• Display pictures of activities students like to do on the board.
• Point to the pictures. Tell students to raise their hands if
they like the activity. Encourage them to say the activities in
English if they know the words.
• Form small groups. Have students take turns acting out
different activities while their classmates guess what they are.
Teach the Key Words (25 min.)

• Use the flashcards to elicit or teach the Key Words.
As you teach a word, display it on the board and write its
name next to it.
• Read the words aloud and have students repeat them chorally.
• Hand out crayons. Read the instructions for activity
1. Point to item 1 and read the word aloud. Have students
identify the picture that represents bark. Tell them to draw
a line between the word and the picture. Have students
complete the rest of the matching activity. Then have
students color the pictures. Monitor and help as needed.
Answers: 1. e 2. f 3. d 4. b 5. c 6. a
Reading Strategy (10 min.)

• Direct students’ attention to the Key Words list on page 58.
Read the words aloud.
• Point to the picture on page 58. Ask: What Key Words do you
see? (Bark—the dog is barking, dance—the boy is dancing,
hear—the cat hears the boy, sing—the boy is singing.)
Have students point to the actions and say the words.
• Tell students to look for a picture of shy in the story.
(Page 62—the boy.)
Take the Lesson Further (5 min.)

• Form pairs or small groups. Have students take turns acting
out the Key Words and guessing what they are.
T 120 Topic 4
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Lesson 2
Teaching Resources Reading Strategies
Video Topic 4 Identifying Characters
Audio Track 10 Characters are the people, animals or creatures that the story is about. It is important for
students to develop the ability to identify and describe characters, as it helps in reading
Topic 4 Fiction Flashcards
comprehension.
Lead in to the Lesson (10 min.) 2 Listen and follow. 10 (15 min.)
Reading Strategy Reading Strategies

• Use the flashcards to review the Key Words. Show the • Play track 10. Have students follow the story on pages 58-65.
pictures to elicit the words. Then show the written words and Pause the track at the end of each page and have students
read them aloud for students to repeat chorally. identify the characters. For example, pause the track at the
• Encourage students to say complete sentences using the Key end of page 59 and have students point out Alex, Gizmo and
Words, such as Dogs bark. Lola. Pause at the end of page 60 and point to the woman.
Ask: Who is she? (Alex’s mom.) Pause at the end of page 62
Video Topic 4 “Singing Star” (10 min.) and have students identify Ana and Emily.
• Tell students they are going to listen to the story.
• Play the video for Topic 4. Tell students to watch, listen and Take the Lesson Further (10 min.)
follow along. • Say: Alex likes to sing and dance. Ask: Do you like to sing
and dance?
Know Your Students • Elicit answers from students. Encourage them to give reasons
The video shows a narrator reading the story to a group of for their answers.
children. The narrator pauses periodically to ask questions.
As this is the first time students hear the story, they may
not be ready to answer the questions posed by the narrator.
However, hearing the responses children give in the
video can support your students’ reading comprehension.
Depending on your students’ current comprehension level,
you may have students simply watch and listen or you may
encourage them to answer the questions as they listen.
1 Find names and quotation marks. Who speaks in the

story? (10 min.)
• Write on the board: “I like to read.”
• Circle the quotation marks. Briefly explain that the words
inside the quotation marks mean someone in the story is
saying those words aloud.
• Direct students’ attention to page 58. Read the instructions
for activity 1.
• Guide students to point out the names and quotation marks
in the story. (Note: Do not spend much time explaining the
features of dialogue at this time. Students will learn more
about them in Lesson 4.)
Topic 4 T 121

Lesson 3
Teaching Resources Reading Strategies Art Connection
Compass Starter Reading Log pages 58-65 Using Pictures Drawing pictures about the theme or main
Audio Track 10 Identifying Characters’ Feelings idea is one way to create a multisensory
Identifying characters’ feelings helps students to connection to the story and characters.
empathize with the characters and understand It serves to further engage students and
Sheets of paper (1 per student) make the story more memorable.
their actions in the story. Students can identify
Crayons characters’ feelings by looking at the pictures and
by finding words that express feelings in the story.
Lead in to the Lesson (10 min.) • Act out different feelings, such as happy, sad, hopeful and
• Write the following letters on the board, vertically: A, A, E, shy. Read the instructions for activity 2. Have students read
G, L, M. the lines from the story and match them to how characters
• Explain that the characters’ names in the story start with feel when they say the words. If necessary, point out the lines
these letters. Have students identify the letters and name the in the story. Monitor and help as needed.
characters in the story. Complete the characters’ names on Answers: 1. happy face 2. hopeful face 3. shy face 4. happy face
the board as students say them. (Alex, Ana, Emily, Gizmo,
Lola, Mom.) Manage Your Class
Some students may have difficulty completing worksheet
Know Your Students activities individually. Consider forming pairs or
Some students may not readily identify the letters. small groups to encourage collaboration and bolster
Consider saying the letters or sounding them out as they students’ confidence.
are pronounced in the names to prompt students and
help them recall the names of characters in the story. Take the Lesson Further (15 min.)
Art Connection
Read and Discuss the Story 10 (30 min.)
• Direct students’ attention to page 62. Have students point
Reading Strategies to Alex. Say: Ana and Emily want Alex to sing to their dolls.
• Write the following question words on the board: Ask: How does Alex feel? (Shy.) Why is he shy about singing?
1 Who? (Answers will vary.) Say: Sometimes we feel shy or unsure of
2 Where? ourselves when we think we don’t do something well.
3 What? • Hand out paper and crayons. Tell students to think of
4 How? something they feel shy or unsure about and draw it. Monitor
• Confirm understanding of the question words. and help as needed. Collect students’ drawings. They will use
• Explain that you are going to ask Who? Where? What? and them in Lesson 4.
How? questions as they listen and read.
• Play track 10. Have students listen and follow the story on
pages 58-65.
• Pause at the end of page 59. Point to the different characters.
Ask: Who are they? (Alex, Gizmo and Lola.) Where are they?
(In Alex’s room.) What does Alex like to do? (Sing and dance.)
What does Gizmo do when Alex sings and dances? (Gizmo
barks.) How do they feel? (Happy.) How do you know they are
happy? (They are smiling. / They look happy.) Pause at the end
of page 60. Ask: Who is she? (Alex’s mom.) What does she do?
(She dances.) Pause at the end of page 61. Ask: Who does Alex
sing to? (Only to Gizmo, Lola and Mom.) Pause at the end of
page 62. Point to the girls and ask: Who are they? (Ana and
Emily.) What do they want? (They want Alex to sing to their
dolls.) Does Alex want to sing? (No.) Why not? (He’s shy.) Point
to Alex. Explain that we know he’s shy because the picture
shows it and the text says it. Pause at the end of page 63. Ask:
What does Alex do? (He sings and dances.) Where are they?
(Outside the house, in the backyard.) Pause at the end of page
64. Ask: What is happening tomorrow? (Emily’s birthday.)
What does Emily want Alex to do? (Sing at her party.) At the
end of page 65, ask: Will Alex sing at Emily’s party? (Yes.)
T 122 Topic 4

Lesson 4
Teaching Resources Reading Strategy Focus
Compass Starter Reading Log pages 58-65 Identifying Dialogue
Audio Track 10 Reading Strategy
Topic 4 Fiction Worksheet page 127 Identifying the Narrator
Students’ drawings (from Lesson 3) The narrator is the person who tells the story. Sometimes stories have more than one narrator.
The narrator can be outside the story, or the narrator can be a character in the story.
Lead in to the Lesson (10 min.) Take the Lesson Further (10 min.)
• Form pairs or small groups. Hand out students’ drawings. • Guide students to understand that at the beginning of the
Have them share when they feel shy or unsure. story, Alex was shy about singing. Ask: Who does he sing to?
• Ask: Who feels shy in the story? (Alex.) (His mom, Gizmo and Lola.) Is he shy at the end of the story?
(No.) What changes? What helps him become more confident
about singing? (His mom, Ana and Emily like his singing.)
Reading Strategies If students don’t mention it, remind them that Ana says “You
• Write on the board: “I like to sing,” says Alex. can do it!”
• Draw circles around the quotation marks. Say: These are • Explain that being kind and encouraging to others can
quotation marks. They tell us someone in the story is speaking. help their family members, friends and classmates be more
The words inside the quotation marks are what the character confident about themselves.
is saying. • Form small groups. Have students look at the pictures of
• Underline says. Explain that says means a person is speaking. times when they feel shy and unsure again. Tell them to
Draw a square around Alex. Ask: Who says “I like to discuss ways they can help each other.
sing”? (Alex.)
Manage Your Class
• Write say, ask and tell on the board. Explain that these words
If the majority of your class requires more support or
indicate a character is speaking.
prompting in suggesting ways to help each other, consider
• Direct students’ attention to page 60. Point to the first
guiding the activity in a whole-class dynamic.
sentence and read it aloud: Mom hears us. Ask: Is a person
speaking in the story here? (No.) Have students notice that
there have to be quotation marks and a name (or pronoun)
to indicate someone is speaking. Point to the third sentence
and read it aloud: “Very good!” says Mom. Ask: Are there
quotation marks? (Yes.) Is the word say, tell or ask here?
(Yes, the word say.) Is there a name? (Yes. Mom.) Point to
Alex’s mom in the picture and say: She is speaking here.
• Play track 10. Tell students to raise their hands every time a
character speaks.
• Direct students’ attention to activity 3. Read the
instructions. Have students complete the activity. Monitor
and help as needed. If necessary, point out the lines of
dialogue in the story.
• Direct students’ attention to page 59. Play track 10 for page
59 again or read it aloud. Ask: Who is I? (Alex.) How do we
know? (The first sentence is I am Alex.) Say: So in this story, I
is Alex. He is telling a story about himself.
• Read the instructions for activity 4. Have students
complete the activity.
Answers: Activity 3: 1. Mom 2. Ana 3. Emily. Activity 4: Alex
Topic 4 T 123

Lesson 5
Compass Starter Reading Log pages 58-67 Identifying Dialogue
A copy of the story Identifying Story Sequence
Ice pop sticks (4 per student) The ability to identify the sequence of events in a story helps students organize main ideas
Scissors and glue and supporting details so they are able to better understand the development of the story and
its characters.
Comprehension (60 min.) • Tell students to listen and follow the story again. Remind
Lead in to the Lesson them to look for quotation marks.
• Form pairs. Have students complete the activity.
Reading Strategy
Answers: 1. Alex—“I will sing at your party.” 2. Ana—“ You can do it!”
• Display the pages from the story in random order on 3. Emily—“Will you sing at my party?” 4. Mom—“Very good!”
the board.
• Invite students to the board to put the story pages in the 5 Identifying Dialogue Complete the sentences with the
correct order according to the story. correct words.
• Write asks, say and tell on the board.
1 Listen and follow again. Match the characters with • Point to all three and remind students that ask, say and tell
their names. 10
indicate a character is speaking in a story.
• Have students look at the pictures of the characters. • Write a period and a question mark on the board.
Play track 10. Ask: Which one do we use for a question? (The question
• Tell students to match the characters with their names. mark.) What word do you see for a question? (Ask.)
Answers: 1. Alex 2. Gizmo 3. Lola 4. Mom 5. Ana 6. Emily • Explain that say and tell are for sentences that are
not questions.
2 Complete the words. • Write on the board: I tell James. Explain that we use tell
• Read the instructions. Have students look at the pictures when speaking directly to another person.
and identify the Key Words. • Guide students to complete the activity. Have them refer
• Tell them to complete the words. to the story if necessary.
• Form pairs. Have students compare and confirm answers. Answers: 1. say 2. asks 3. tell
Answers: 1. dance 2. hear 3. shy 4. birthday 5. bark 6. sing
6 Active Reading Cut out the pictures on page 179.
3 Number the story events in the correct order. Attach each picture to an ice pop stick.
• Read the instructions. • Hand out the ice pop sticks, scissors and glue.
• Read or invite volunteers to read the sentences aloud. • Have students cut out the pictures on page 179 and glue
• Direct students’ attention to the pages of the story on them to the ice pop sticks.
the board.
• Point to the picture on the first page. Elicit the first action. A Listen and follow again. Hold up the correct actions
(Alex sings to Gizmo and Lola.) Have students notice that when you hear them. 10
the first answer is given in the activity. • Read the instructions to the class. Have students practice
• Ask: What happens when Alex sings? Point to Gizmo if acting out the actions.
necessary. (Gizmo barks.) Tell students to write a 2 in the • Tell students to listen and follow the story and hold up the
box next to that sentence. actions when they hear them in the story.
• Continue guiding students to identify the sequence of
events in the story. 7 Think and discuss. Alex likes singing. What do
you like?
Answers: 2, 6, 3, 5, 1, 4
• Form pairs or small groups. Have students discuss the question.
4 Identifying Dialogue Listen and follow again.
Match the characters with the dialogue. 10
• Direct students’ attention to the dialogue in the activity.

• Read it aloud or invite volunteers to read the lines to the class.
T 124 Topic 4

Lesson 6
Teaching Resources Reading Strategies Art Connection
Compass Starter Reading Log pages 58-65, 74 Retelling Drawing pictures about the theme or main idea
Audio Track 10 When students retell a story, they explain is one way to create a multisensory connection
what they read in their own words. Retelling to the story and characters. It serves to
Sheets of paper (1 per student)
information from a story can help students further engage students and make the story
Crayons understand and recall story events and details. more memorable.
Reader’s Theater
In Reader’s Theater, students perform a story
or play. Acting it out requires students to
reflect on the relevance of the setting, as well
as the characters’ words and actions. In this
way, students interact with the text in a more
personal and memorable way.
Lead in to the Lesson (10 min.) Connect to Me (15 min.)

Reading Strategy 1 Think about a party. Mark (✓) the activities you like
• Form pairs. Tell students to look at the pictures and retell to do.
the story. • Point out the different activities in the picture.
• Elicit the type of party it is. (A Halloween party.)
Manage Your Class • Tell students to mark the activities they like to do.
If students are easily distracted or have difficulty retelling • Form pairs. Have students share their answers.
the story, consider conducting the activity in a whole-class Encourage them to give reasons for their choices.
dynamic.
Reading Strategies (20 min.) 10 Art Connection
• Have students stand in a circle. Say: Alex is in his room. • Hand out paper and crayons.
• Toss the ball to a student. Ask: What happens next? (Alex • Tell students to draw a picture of their favorite type of party
sings to Gizmo and Lola.) After the student answers, he or and the activities they like to do there.
she should toss the ball to another student and ask: What • Form small groups. Have students share and describe
happens next? their pictures.
• Encourage the rest of the class to help by following the
pictures on pages 58-65.
• Form groups of four. Have students choose one of the four
speaking characters or assign a character to each student in
the group.
• Tell students they are going to listen to the story again. But
this time, when their assigned character speaks in the audio,
encourage students to read aloud with it.
• Play track 10. Confirm students are reading aloud when their
characters are speaking.
Topic 4 T 125

To p ic 4 Singing Star
1 Match the words with the pictures.
b
1 bark
2 birthday
d
3 dance
c
4 hear
5 shy
e
6 sing
A Color the pictures.

T126 Fiction Worksheet Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable
T4COtgrlwkStart.indd 126 4/9/19 16:14

2 Read the sentences. How do they feel? Circle the correct feelings.
1 “Very good!” says Mom.
2 “Sing to our dolls,

please!” Ana says.
3 I don’t want to sing to

the dolls.
4 “Yes,” I tell Emily. “I will

sing at your party.”
3 Read the sentences. Who is speaking? Write Ana, Emily or Mom.

1 “Very good!” says .
2 “Sing to our dolls, please!” says.
3 “Please?” asks .
4 Read the sentences. Who is speaking?

On page 60: “Thank you,” I say.
On page 64: “Sing? For many people?” I ask.
On page 65: “Yes,” I tell Emily. “I will sing at your party.”
Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable Fiction Worksheet T127

Key Words
Singing
ST R
bark
birthday
dance
hear
shy
sing
by Kelly Bingham
1 Find names and

quotation marks. Who
speaks in the story?
58 Topic 4

T 128

I am Alex.
I like to sing!
I like to dance!
I sing to my dog, Gizmo.
I sing to my cat, Lola.
Gizmo barks!
Singing Star 59

T 129

Mom hears us.
Mom dances!
“Very good!” says Mom.
“Thank you,” I say.
60 Topic 4

T 130

Someday, I want to sing for many people.
But not now.
Now I sing only to Gizmo, Lola and Mom.
Singing Star 61

T 131

My sister Ana and her friend Emily are
playing with their dolls.
“Sing to our dolls, please!” Ana says.
I don’t want to sing to the dolls. I am shy.
“Please?” asks Emily.
62 Topic 4

T 132

I sing to the dolls.
I dance for them, too.
Emily dances with me.
It is fun!
Singing Star 63

T 133

“My birthday is tomorrow. Will you sing at
my party?” Emily asks.
“Sing? For many people?” I ask.
“Alex, you can sing for many people!” says
Ana. “You can do it!”
64 Topic 4

T 134

“Yes,” I tell Emily. “I will sing at your party.”
“Hooray!” The girls dance again.
I’m very happy!
Singing Star 65

T 135

1 Listen and follow again. Match the characters with their names. 10
1 2 3
Alex Ana Emily Gizmo Lola Mom
4 5 6
2 Complete the words.

1 2 3
dan ear sh
4 5 6
irth ay ar ng
66 Topic 4

T 136

3 Number the story events in the correct order.
Gizmo barks. 1 Alex sings to Gizmo
Alex will sing at the party. and Lola.
Mom dances. Alex sings to the dolls.
Emily and Alex dance.
4 Identifying Dialogue Listen and follow again. Match the characters

with the dialogue. 10
1 Alex “Will you sing at my party?”

2 Ana “Very good!”
3 Emily “I will sing at your party.”
4 Mom “You can do it!”
5 Identifying Dialogue Complete the sentences with the

correct words.
asks say tell
1 “Thank you,” I .
2 “Please?” Emily.
3 “Yes,” I Emily.
6 Active Reading Cut out the pictures on page 179. Attach each
picture to an ice pop stick.
A Listen and follow again. Hold up the correct actions when you
hear them. 10
7 Think and discuss. Alex likes singing. What do you like?
Singing Star 67

T 137

My name is Luca.
Key Words
doll I’m from Italy.
drum I like puppet shows.
AROUND THE
horse
loud My puppet has strings.
puppet
soft
My name is Elsa. by Esther Mizrachi

I’m from Sweden.
I like horses.
My Dala horse is
red and yellow.
y
ite to
favor
1 Look at the pictures. Luca’s
What is the text about?
y
vorite to
Elsa’s fa
68 Topic 4 Toys Around the World 69
Lessons Preview
1 68 Using Your Own Information • Topic 4 Nonfiction Flashcards • Sheets of paper

Predicting • Topic 4 Nonfiction Worksheet page 146 • Crayons
• A picture of your favorite toy
2 68-71 Captions • Audio Track 11 • Students’ drawings

Main Idea and Details • Topic 4 Nonfiction Flashcards
3 68-71 Main Idea and Details • Audio Track 11 • Students’ drawings

Identifying Descriptions • Topic 4 Nonfiction Flashcards • A picture of your favorite toy
Identifying Text Structure • Topic 4 Nonfiction Worksheet page 147 • Yellow, blue, red and green crayons
• Flashcards: gold, high, noisy, wet
4 18-21, 68-71 Connecting Illustrations with • Audio Track 11

the Text • Topic 4 Nonfiction Worksheet page 147
Identifying Places on a Map • A large world map
Geography Connection
5 68-73 Comprehension • Audio Track 11 • Scissors and glue

Captions • Topic 11 Nonfiction Flashcards • Crayons
• Ice pop sticks
6 74 Connect to Social Studies • Pictures of traditional toys • Salt dough

Art Connection • A large world map • Ice pop sticks
• Crayons
T 138 Topic 4

Summary
Key Words
“Toys Around the World” describes traditional toys in four countries: Sweden, Italy, Mali
and Mexico. doll (n.) a toy in the form of a baby or
small person
Genre: Informational Text drum (n.) a musical instrument with
An informational text can provide facts about people and places in the real world. a thin layer of material on a
round frame
Reading Strategy Focus
horse (n.) a large animal that is used
Captions for riding and for carrying or
What is it? Captions are words, phrases or sentences placed with pictures in a text. pulling things
They explain what the pictures show and give more information.
loud (adj.) making a lot of sound
What will students do? Students will identify and locate captions in the text and relate
puppet (n.) a doll that is moved by a
them to the pictures.
hand or by strings
Why is it important? It is important students understand that captions refer to
soft (adj.) easy to press, bend or cut;
the pictures and that they may provide more information that helps them better
smooth and pleasant to touch
understand the text.
How will students build on previous knowledge? In Topics 2 and 3, students learn to
identify headings and understand that authors use headings to organize information. In
this text, students learn to identify captions and understand how captions can provide
readers with more information.
Topic 4 T 139

Lesson 1
Compass Starter Reading Log page 68 Using Your Own Information
Topic 4 Nonfiction Flashcards When you use your own information and experiences, you think about what you know about a
subject. Making a picture helps to connect new information to existing knowledge.
Topic 4 Nonfiction Worksheet page 146
Predicting
A picture of your favorite toy when you were six
When you make predictions, you make a guess before you read. The title and pictures in a text
Sheets of paper (1 per student) can help you predict what the text is about. After you read, ask: Was my prediction correct?
Crayons

Reading Strategy
• Display a picture of a toy. Say: This was my favorite toy when
I was six.
• Elicit the names of students’ favorite toys.

• Direct students’ attention to the Key Words entry on page 68.
Say: These are some new words in this text.
name next to it.
• Read the words aloud and have students repeat them chorally.
• Read the instructions for activity 1. Point out the shaded
box with letters. Tell students to use the letters to complete
the words. If necessary, students can refer to the Key Words
list on page 68 for spelling. Then hand out crayons and have
students color the pictures.
• Form pairs. Tell students to compare and confirm answers.
Encourage students to talk about their pictures, such as: The
doll is green and purple.
Answers: 1. doll 2. drum 3. horse 4. loud 5. puppet 6. soft

• Direct students’ attention to page 68. Remind students that
the first page of a text always has the title and the name of the
author.
• Tell them to point to the title. Ask: What’s the title? (“Toys
Around the World.”)
• Have students point to the name of the author. Ask: Where is
the name of the author? (Under the title.) Who is the author?
(Esther Mizrachi.)
• Remind students that the title often tells us what a text is
about. Ask: What do you think the text is about? (Toys.)

Reading Strategy
• Hand out paper and crayons.
• Tell students to draw pictures of their favorite toys.
• Form small groups. Have students share their pictures and
describe their favorite toys.
• Collect students’ drawings. They will need them in Lesson 2.
T 140 Topic 4

Lesson 2
Compass Starter Reading Log pages 68-71 Captions
Topic 4 Nonfiction Flashcards Main Idea and Details
Students’ drawings (from Lesson 1) In an informational text, the main idea is the most important idea of the text. It answers the
question What is the text about? Details add information to the main idea.
• Use the flashcards to review the Key Words. Show the • Display students’ drawings around the room.
pictures to elicit the words. Then show the words and read • Form pairs. Have students look at the pictures and identify
them aloud for students to repeat chorally. the owners by reading the captions.
• For the words loud and soft, elicit names of things that are • Collect the drawings. Students will need them in Lesson 3.
loud and soft.
1 Look at the pictures. What is the text about? (10 min.)

• Have students open their books to page 68. Elicit the title of
the text. (Toys Around the World.)
• Tell students to recall their predictions about the text.
Ask: Based on the title, what do you think the text is about?
(Different toys around the world.)
• Form pairs. Have students look at the pictures on
pages 68-71.
• Ask: What do you see? (Answers may vary but should be
based on what they see in the pictures.)
2 Listen and follow. 11 (20 min.)
Reading Strategies
• Play track 11. Have students listen and follow the text on
pages 68-71. Remind them to turn the page when they hear
a pause.
• Confirm students’ predictions. Ask: Is the text about toys (or
whatever students predicted)? (Answers may vary.)
• Guide students to understanding the main idea and general
details. Say: This text is about toys. That’s the main idea.
There are four toys in this text. Ask: What are they? (A Dala
horse, a puppet, a djembe drum, a Maria doll.) Have students
look at the pictures in the text and point to the toys as
they answer.
• Direct students’ attention to the picture of the Dala horse
on page 68. Point to the caption below the picture. Read
the caption aloud. Say: This is a caption. It gives us more
information about the toy. Ask: What does it tell us? (It’s
Elsa’s favorite toy.)
• Write the following sentence on the board: ’s
favorite toy.
• Hand out students’ drawings. Tell them to make a caption for
their drawings by copying the caption from the board at the
bottom of their drawings and then writing their names on
the line.
Topic 4 T 141

Lesson 3
Compass Starter Reading Log pages 68-71 Main Idea and Details
Audio Track 11 Identifying Descriptions
Topic 4 Nonfiction Flashcards A description gives readers sensory information that provides a more complete picture
about objects in a story or text.
Identifying Text Structure
Flashcards (from Topics 2 and 3): gold, high,
Informational texts are often organized with a predictable structure. The content may
noisy, wet
follow the same pattern in each section.
Students’ drawings (from Lesson 2)
A picture of your favorite toy when you were six
Yellow, blue, red and green crayons

Know Your Students
• Display the flashcards for loud and soft on the board. Higher-level students may be able to complete the
Elicit the words. worksheet activity individually or in pairs.
• Display a few of the flashcards from previous topics on the
board: gold, high, noisy, wet. Elicit the words.
• Tell students to look around the room for things that can
be described by these words. Ask: What is loud? Elicit a few • Write the following sentence starters on the board:
things. Continue the activity by asking about soft, gold, high, 1 My name is…
noisy and wet objects. 2 I’m from…
3 I like…
Read and Discuss the Text 11 (30 min.) 4 My…
Reading Strategies • Hand out students’ drawings. Model the activity. Display the
picture of your favorite toy. Point to the sentences on the
• Direct students’ attention to the text.
board as you use them to describe yourself and your favorite
• Ask: What’s the text about? (Different toys around the world.)
toy. For example, My name is Nora. I’m from Uruguay. I like
Say: Toys around the world is the main idea. Now let’s listen
bikes. My bike is green.
for more information about the toys. • Form small groups. Have students take turns sharing their
pictures and giving information about themselves and their
pages 68-71.
favorite toys.
• On page 68, ask: Who is she? (Elsa.) Point to the flag and the
map. Ask: Where is Elsa from? (Sweden.) What does Elsa like?
(Horses.) What’s her favorite toy? (A Dala horse.) What’s it
like? (It’s red and yellow.) On the following pages, pause and
ask similar questions.
• Hand out yellow, blue, red and green crayons. Direct
students’ attention to activity 2. Guide students through the
activity. Read the instructions. Tell students to hold up their
yellow crayons. Say: We use yellow for Elsa. Have students
color the box with Elsa yellow. Ask: Where is Elsa from?
(Sweden.) Have students circle Sweden in yellow. Ask: What
does Elsa like? (Horses.) Tell students to circle Horses in
yellow. Ask: What is Elsa’s favorite toy? (A Dala horse.) Have
students circle Dala horse in yellow. Ask: What’s her Dala
horse like? (It’s red and yellow.) Tell students to circle red and
yellow with their yellow crayons. Continue guiding students
through the rest of the activity. Have students use blue
crayons for Luca, red for Davu and green for Rosa.
• Play track 11 again. Have students confirm their answers.
• Point out that the text gives the same information about each
child by pointing to the pieces of information for each category.
Answers: Elsa: Sweden, horses, Dala horse, red and yellow. Luca: Italy, puppet
shows, puppet, strings. Davu: Mali, drums, djembe drum, loud. Rosa: Mexico,
dolls, Maria doll, soft.
T 142 Topic 4

Lesson 4
Teaching Resources Reading Strategies Geography Connection
Compass Starter Reading Log pages 18-21, Connecting Illustrations with the Text The purpose of geography is to guide young
68-71 Connecting illustrations with the text helps learners to contextualize stories and texts. It
Audio Track 11 readers better understand text content also helps readers develop navigational skills
and context. and realize they are members of a diverse
Identifying Places on a Map global community.
A large world map
The ability to identify places on a map is vital
to spatial thinking and map skills. It also helps
students contextualize places in a story or text.
• Have students recall the text. Geography Connection
• Ask: What is the text about? (Different toys around the • Direct students’ attention to the world map. Remind them
world.) Who is in the text? (Elsa, Luca, Davu, Rosa.) they have learned about other countries in previous texts.
• Have students point out their country on the map.
Read and Discuss the Text 11 (20 min.)
• Elicit the other countries they have read about. (China, Peru,
• Play track 11. Pause at the end of page 68. Confirm France, Canada.) Tell students to look at the text on pages
understanding by asking: What’s her name? (Elsa.) Where’s 18-21 if they don’t remember.
she from? (Sweden.) What does she like? (Horses.) What’s • Encourage students to point out China, Peru, France and
her favorite toy? (A Dala horse.) What’s it like? (It’s red Canada on the map.
and yellow.)
• Write the following question prompts on the board:
1 What’s her / his name?
2 Where’s she / he from?
3 What’s her / his favorite toy?
4 What’s it like?
• Point to her / his in question 1. Ask: Which do we use for a
girl? (Her.) And for a boy? (His.) Point to she / he in question
2. Ask: Which do we use for a girl? (She.) And for a boy? (He.)
• Form pairs. Tell students they are going to ask and answer
questions together. Continue playing track 11, pausing at the
end of pages 69, 70 and 71. Guide students to ask and answer
the questions.
Reading Strategies (20 min.)

• Direct students’ attention to page 68. Point to the illustration
behind Elsa. Ask: What is it? (A map.) Why is there a map in
this text? (It shows where Elsa is from.) Where is Elsa from?
(Sweden.) Have students point to Sweden on the map.
• Display a large world map. Point to the map, drawing a wide
circle with your finger around the Scandinavian countries.
Ask: Where is Sweden? Encourage students to look at the
shape of Sweden on the map on page 68 and then locate it on
the world map. Repeat this activity for Italy (circling Europe),
Mali (circling Africa) and Mexico (circling North America).
• Direct students’ attention to activity 3. Point out the
shaded countries on the map. Say: These are Sweden, Italy,
Mali and Mexico. Guide students to identify the countries
and match them to their names next to the map.
Manage Your Class

Higher-level or more independent students may be able to
work in pairs or small groups to complete the activity.
Topic 4 T 143

Lesson 5
Compass Starter Reading Log pages 68-73 Captions
Audio Track 11
Topic 4 Nonfiction Flashcards
Ice pop sticks (4 per student)
Scissors and glue
Crayons, including red and blue
Comprehension (60 min.) 3 Captions Read the captions in the text. What are the
Lead in to the Lesson objects? Circle the correct answer.
• Have students recall the text. • Direct students’ attention to page 68. Have students point out
• Ask: What is the text about? (Different toys around the the caption.
world.) What toys are in the text? (A Dala horse, a puppet, a • Invite a volunteer to read it.
djembe drum, a Maria doll.) • Form pairs. Tell students to point out and read the captions
• Show the flashcards one by one. Have students say on pages 69-71.
the words. • Direct students’ attention back to page 73. Read the
instructions.
1 Listen and follow again. Match the children with their • Read the items if necessary.
countries. 11 • Have students identify the correct answer and circle it.
• Tell students they are going to listen to the text again. Answer: 2. They are toys.
• Point to the flags on the right. Explain that each country has
a flag. 4 Active Reading Color and cut out the pictures on
• Play track 11. Have students listen and follow. Tell them to page 179. Attach each picture to an ice pop stick.
look for the flags in the text. • Hand out ice pop sticks, scissors and glue.
• Have students complete the activity. Tell them to refer to the • Have students color and cut out the pictures on page 179.
text if necessary. Then tell students to glue the pictures to their ice pop sticks.
Answers: 1. second flag 2. first flag 3. fourth flag 4. third flag
A Listen and follow again. Hold up the correct toys
2 Complete the words. when you hear them. 11
• Read the instructions to the class. • Tell students they are going to listen to the text again.
• Point to item 1. Have students identify the picture. (Drum.) • Play track 11. Confirm that students are holding up the
Tell them to complete the word under the picture. correct toys.
• Have students complete the rest of the activity. Tell them to
5 Think and draw. What toy do you like?
refer to the Key Words on page 68 if they are unsure
about spelling. • Have students look at the toys on pages 68-71.
• Form pairs. Have students compare and confirm answers. • Tell them to choose their favorite and draw it.
Answers: 1. drum 2. puppet 3. doll 4. horse Take the Lesson Further
A Circle the soft toy in red. Circle the loud toy in blue. • Form small groups. Have students share their pictures.
Encourage them to say why they like those toys.
• Hand out crayons.
• Read the instructions. Tell students to hold up their
red crayons.
• Ask: Which toy is soft? (The doll.) Have students circle the
doll in red.
• Tell students to hold up their blue crayons. Which toy is loud?
(The djembe drum.) Have students circle the djembe drum
in blue.
T 144 Topic 4

Lesson 6
Teaching Resources Art Connection Salt Dough Recipe
Compass Starter Reading Log page 74 Making sculptures about the theme or Ingredients: Per three students—1 cup of
Pictures of traditional toys from the students’ country main idea of a text is a way to create a salt, 2 cups of flour, ¾ cup of water
or countries multisensory connection to the text. It also Directions: Mix the dry ingredients.
serves to further engage students and Gradually stir in water. Mix well. Keep the
A large world map
make the text more memorable. dough moist.
Crayons
Salt dough
Ice pop sticks
Connect to Social Studies (30 min.)

Lead in to the Lesson
• Elicit the toys in the text. (Dala horse, puppet, djembe drum,
Maria doll.) Ask: What are these toys like? (The Dala horse
is red and yellow. The puppet has strings. The djembe drum is
loud. The Maria doll is soft.)
• Display a world map. Ask: Where are these toys from?
(Sweden, Italy, Mali, Mexico.) Have students point out the
countries on the world map. Explain that the Dala horse,
puppet, djembe drum and Maria doll are traditional toys and
that they are from these specific countries.
• Ask: Where is our country? Invite a volunteer to point it out
on the map.
• Show pictures of traditional toys from the students’ country
or countries. Elicit more toys if possible.
1 Think about a traditional toy in your country. Draw a

picture of it.
• Direct students’ attention to the activity.
• Hand out crayons. Read the instructions.
• Have students think of a traditional toy in their country and
draw it.
• Form small groups. Tell students to share and describe the
pictures of their traditional toys.
Art Connection (30 min.)

• Tell students they are going to make a sculpture of a Dala
horse or djembe drum.
• Hand out salt dough. Have students make their sculptures. If
they are making djembe drums, show them how they can use
the edge of an ice pop stick to create grooves that imitate the
strings on the side of the drum.
• Set the salt dough sculptures aside to dry. In a future class,
they can paint them.
Topic 4 T 145

To p ic 4 Toys Around the World
1 Look at the pictures and letters. Complete the words.
f l m p s u
1 4
dol lo d
2 5
dru pup et
3 6
hor e so t
A Color the pictures.
T146 Nonfiction Worksheet Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable

2 Look at the information. Circle Elsa’s in yellow. Circle Luca’s in blue.
Circle Davu’s in red. Circle Rosa’s in green.
Elsa Luca Davu Rosa
Country Italy Mali Mexico Sweden
puppet
Likes dolls drums horses
shows
Dala djembe
Favorite Toy puppet Maria doll
horse drum
red and
Description loud soft strings
yellow
3 Look at the map. Match the countries with the names.
Italy
Mali
Mexico
Sweden
Compass Starter D.R. © Richmond Publishing, S.A. de C.V., 2019 Photocopiable Nonfiction Worksheet T147

Key Words
doll
drum
AROUND THE
horse
loud
puppet
soft
My name is Elsa. by Esther Mizrachi

I’m from Sweden.
I like horses.
My Dala horse is
red and yellow.
1 Look at the pictures.

What is the text about?
fa vorite toy
Elsa’s
68 Topic 4

T 148

My name is Luca.
I’m from Italy.
I like puppet shows.
My puppet has strings.
vorite toy
s fa
Luca’
Toys Around the World 69

T 149

My name is Davu.
II’m
m frrom Mali
from Mali.
I like drums.
drums
rum
ums.
My djembe
mbe drum is loud.
orite toy
avu’s fav
D
70 Topic 4

T 150

My name is Rosa.
II’m
m from Mexi
Mexico.
I like dolls.
My Maria a doll is soft.
orite toy
osa’s fav
R

T 151

1 Listen and follow again. Match the children with their countries. 11

1 2 3 4
d p d h
A Circle the soft toy in red. Circle the loud toy in blue.
72 Topic 4

T 152

3 Captions Read the captions in the text. What are the objects?
Circle the correct answer.
1 They are animals.
2 They are toys.
3 They are dolls.
4 Active Reading Color and cut out the pictures on page 179.
Attach each picture to an ice pop stick.
A Listen and follow again. Hold up the correct toys when you
hear them. 11
5 Think and draw. What toy do you like?

T 153

Connect to Me
1 Think about a party. Mark (✓) the activities you like to do.
decorate
play games
dance
take pictures
wear a
costume
eat
snacks
open presents
Connect to Social Studies
1 Think about a
traditional toy
in your country.
Draw a picture
of it.
74 Topic 4

T 154

To p ic 5
Litttle
e
by Debbie Thomas
T wins!
by Robert Hill
75

T 155

Key Words
afraid
fence
hug
shout
stop
wag
by Debbie Thomas
My name is Ben. I’m eight. My sister Sally is

six. We have brown eyes and curly brown hair.
1 Look at the pictures. What I like walking. She likes jumping.
are the children doing?
I like talking. She likes shouting.
She loves dogs. I am afraid of them.
76 Topic 5 My Little Sister 77
Lessons Preview
1 Using Your Own Information • Topic 5 Fiction Flashcards • A picture of your sibling, cousin or
Art Connection • Topic 5 Fiction Worksheet page 164 best friend
• Pictures of sisters and brothers • Sheets of paper
• Crayons
2 76-83 Using Pictures • Video Topic 5

Identifying Characters • Audio Track 12
Identifying the Narrator • Topic 5 Fiction Flashcards
3 76-83 Using Pictures • Audio Track 12 • Topic 5 Fiction Worksheet page 165
Identifying Characters’ Feelings • Topic 5 Fiction Flashcards • A copy of the story
Identifying Story Sequence
4 76-83 Central Message • Audio Track 12 • Students’ drawings

Identifying Characters’ Feelings • Topic 5 Fiction Flashcards • Large sheets of butcher paper
Comparing and Contrasting • Topic 5 Fiction Worksheet page 165 • Crayons
Art Connection
5 76-85 Comprehension • Audio Track 12 • Scissors and glue

Central Message • Ice pop sticks
6 76-83, 92 Connect to Me • Audio Track 12 • Background scenes

Retelling • Topic 5 Fiction Worksheet page 165 • A ball
Reader’s Theater
T 156 Topic 5

Summary
Key Words
In “My Little Sister,” Ben and his younger sister, Sally, are different. Ben likes walking. Sally
likes jumping. Ben is afraid of dogs. Sally isn’t. One day, on the way to the shop, they pass afraid (adj.) scared; frightened
by a dog. Sally talks to the dog, showing Ben there’s nothing to fear from this dog. Ben fence (n.) a structure like a wall,
thanks Sally for helping him. made of wood or metal, that
prevents people or animals from
Genre: Realistic Fiction entering or leaving
Realistic fiction is a story that is made up, or not true, but it could happen. “My Little hug (v.) to place arms around
Sister” is about a young boy who is afraid of dogs. He gets some help from his little sister. someone as a way to show affection
and caring
shout (v.) to speak loudly
Central Message
What is it? Stories often teach a lesson about life. To understand a story’s central stop (v.) to not move
message, students should answer the question: What does the main character learn? wag (v.) to move something from
What will students do? Students will identify the lesson the main character learns to side to side repeatedly
then identify the central message of the story.
Why is it important? It is important for students to develop the ability to identify and
describe the central message, as it helps in reading comprehension and understanding
the author’s purpose.
In this story, the central message is sisters and brothers help each other. Teachers can help
students identify the central message by helping students identify:
• the characters and their feelings
• the problem and the solution
• the lesson that the main character learns
Topic 5 T 157

Lesson 1
Teaching Resources Reading Strategy Art Connection
Topic 5 Fiction Flashcards Using Your Own Information Drawing pictures about the theme or main idea
Topic 5 Fiction Worksheet page 164 When you use your own information and is one way to create a multisensory connection
experiences, you think about what you to the story and characters. It serves to
Pictures of sisters and brothers
know about a subject. Making a picture further engage students and make the story
A picture of your sibling, cousin or best friend helps to connect new information to more memorable.
Sheets of paper (1 per student) existing knowledge.
Crayons
Lead in to the Lesson (25 min.) • Read the instructions for activity 1. Point to item 1 and
Reading Strategy begin to sound out the word. Have students identify the word
and point to it on the board. Tell them to complete the word
Art Connection
on their worksheet. Have students complete the rest of the
• Display pictures of sisters and brothers on the board. words in the activity. Direct their attention back to item 1.
• Point to the pictures. Ask: Who are they? (Family, sisters and Have students identify the picture that represents afraid. Tell
brothers.) Do you have brothers or sisters? (Answers will vary.) them to draw a line between the word and the picture. Guide
• Hand out sheets of paper and crayons. Tell students to draw students through the rest of the activity. Monitor and help
a picture of one of their sisters or brothers. (Note: Students as needed.
who do not have siblings can draw a picture of a cousin or
Answers: 1. afraid, d 2. fence, c 3. hug, e 4. shout, b 5. stop, f 6. wag, a
best friend.)
• Write the following prompts on the board: Take the Lesson Further (10 min.)
1 This is .
• Form pairs or small groups. Have students take turns acting
2 He / She is my .
out the Key Words and guessing what they are.
3 He / She has hair and eyes.
4 He / she likes .
• Model the activity. Display a picture of your sibling, cousin
or best friend on the board. Describe the person using the
prompts on the board.
• Form small groups. Have students take turns sharing their
pictures and describing their siblings, cousins or best friends.
• Collect the drawings. Students will use them in Lesson 4.
Know Your Students

Some students may have difficulty following the prompts on
the board. Consider forming groups of lower-level students.
You can then guide them more effectively through the
activity by reading a prompt and having students repeat
it and complete the information for the people in
their pictures.

name next to it.
• Read the words aloud and have students repeat
them chorally.
• Display the flashcards—the side with the words on them—on
the board.
T 158 Topic 5

Lesson 2
Video Topic 5 Pictures are the illustrations and photos in a story or text. Students can construct and confirm
their understanding of a story or key words by looking at the pictures.
Audio Track 12
Topic 5 Fiction Flashcards
Characters are the people, animals or creatures that the story is about. It is important for
students to develop the ability to identify and describe characters as it helps in reading
comprehension.
Identifying the Narrator
The narrator is the person who tells the story. Sometimes stories have more than one narrator.
The narrator can be outside the story, or the narrator can be a character in the story.
Reading Strategy Reading Strategies

• Use the flashcards to review the Key Words. Show the • Play track 12. Have students follow the story on pages 76-83.
pictures to elicit the words, then show the written words and Pause the track at the end of each page and have students
read them aloud for students to repeat chorally. identify the characters. For example, pause the track at the
end of page 77 and have students point out Ben and Sally.
Video Topic 5 “My Little Sister” (10 min.) Pause at the end of page 79 and point to the dog. Ask: What’s
• Tell students they are going to listen to the story. the dog’s name? (Spot.)
• Play the video for Topic 5. Tell students to watch, listen and • Play track 12 again. Pause at the end of page 77. Repeat some
follow along. of the story aloud: My name is Ben. I like walking. I am afraid
of [dogs]. Ask: Who is I? (Ben.) Say: In this story, I is Ben. He is
Know Your Students telling the story.
The video shows a narrator reading the story to a group of
children. The narrator pauses periodically to ask questions. Take the Lesson Further (10 min.)
As this is the first time students hear the story, they may • Ask: What does Ben like doing. (Walking and talking.)
not be ready to answer the questions posed by the narrator. What does Sally like doing? (Jumping and shouting.)
However, hearing the responses children give in the • Act out one of the actions and have students identify the
video can support your students’ reading comprehension. action and the character who does it in the story.
Depending on your students’ current comprehension level, • Form small groups. Have students take turns acting out
you may have students simply watch and listen or you may actions and identifying them and the characters.
1 Look at the pictures. What are the children

doing? (10 min.)
Reading Strategy
• Display the flashcards for hug, shout, stop and wag on
the board.
• Elicit the words.
• Form pairs. Have students look at the pictures in the story
and identify the actions.
Topic 5 T 159

Lesson 3
Audio Track 12 Identifying Characters’ Feelings
Topic 5 Fiction Flashcards Identifying characters’ feelings helps students to empathize with the characters and
understand their actions in the story. Students can identify characters’ feelings by looking
at the pictures and by finding words that express feelings in the story.
A copy of the story
Identifying Story Sequence
The ability to identify the sequence of events in a story helps students organize main ideas
and supporting details so they are able to better understand the development of the story and
its characters.
Lead in to the Lesson (10 min.) Reading Strategy (15 min.)

• Display the flashcards on the board. Elicit the Key Words. • Display the pages of the story on the board in random order.
• Form pairs. Have students look at the pictures in the story • Invite volunteers to put the pages in the correct order or have
and point out examples of the Key Words. students guide you to sequence them correctly.
• Direct students’ attention to activity 2 on the worksheet
and page 78 in their books. Have students look at the
Reading Strategies picture as you read the sentences in activity 2. Number the
• Write the following question words on the board: actions from page 78 in the correct order. Guide students to
1 Who? complete the rest of the activity or have students complete it
2 Where? in pairs or small groups.
3 What? Answers: 1. 2, 3, 1 2. 3, 1, 2 3. 3, 1, 2 4. 2, 3, 1
4 How?
5 Why? Take the Lesson Further (10 min.)
• Confirm understanding of the question words. Explain that • Direct students’ attention to page 80. Say: Sally wags her
you are going to ask Who? Where? What? How? and Why? finger. Ask: What does that mean? Is she happy or is she
questions as they listen and read. saying “no”? (Saying “no.”) What does it mean when Spot wags
• Play track 12. Have students listen and follow the story on his tail: is he happy or is he saying “no”? (He’s happy.)
pages 76-83. • Have students think of other actions humans and animals
• Pause at the end of page 77. Point to the different characters. do that have different meanings, such as jumping, running
Ask: Who are they? (Ben and Sally.) Where are they? (On the and speaking or barking.
street.) What does Ben like doing? (Walking and talking.) What
does Sally like doing? (Jumping and shouting.) Who loves dogs?
(Sally.) How does Ben feel about dogs? (He’s afraid of them.)
Pause at the end of page 78. Ask: What do Ben and Sally see?
(A dog.) What does Ben do? (He stops walking.) Pause at the
end of page 79. Ask: What is the dog’s name? (Spot.) What does
Sally say to the Spot? (Shh.) How does Ben feel? (Afraid.) Why?
(Because he’s afraid of dogs.) Pause at the end of page 80. Ask:
What does Sally shout at Spot? (“Shhh, Spot!”) Why does she
shout? (Because Spot barks and Ben is afraid of him.) Pause at
the end of page 81. Ask: What does Sally do? (She hugs Spot.)
Why? (Because she likes Spot and to show Ben that Spot is a
nice dog.) Pause at the end of page 82. Ask: What does Ben
do? (He hugs Sally.) What does he say? (“Thank you for helping
me.”) At the end of page 83, ask: What does Ben do? (He buys
chocolate for Sally and a toy bone for Spot.)
T 160 Topic 5

Lesson 4
Teaching Resources Reading Strategy Focus Art Connection
Compass Starter Reading Log pages 76-83 Central Message Drawing scenes from the story is one way to
Audio Track 12 create a multisensory connection to the story
Reading Strategies
and characters. It serves to further engage
Topic 5 Fiction Flashcards Identifying Characters’ Feelings students and make the story more memorable.
Topic 5 Fiction Worksheet page 165 Comparing and Contrasting
Students’ drawings (from Lesson 1) To compare means to find things that are the
Large sheets of butcher paper (1 per group) same. To contrast means to find things that are
different. Students can compare and contrast
Crayons
characters and events in a story by asking: How
are they the same or different? The ability to
compare and contrast is important to text and
content analysis.
Lead in to the Lesson (5 min.) • Lay the butcher paper on the floor. Hand out crayons. Assign
• one of the three scenes to each student. Tell them they need
Display the flashcards on the board.
• Form pairs. Have students take turns acting out the Key to work together to create the backgrounds for the story.
Monitor and help as needed.
Words and guessing what they are.
• Collect the background scenes. They will use them in Lesson 6.
Manage Your Class
Reading Strategies Drawing background scenes together requires students to
• Draw a two-column chart on the board. Write Same and collaborate. They need to communicate with each other to
Different in the columns. Confirm that students understand decide who is drawing different pieces of the same scene.
the meaning of the words. Encourage students to speak in English as much as possible
• Play track 12. Tell students to pay attention to things that are when making decisions and negotiating.
the same and things that are different in the story.
• Pause at the end of page 77 and elicit similarities and Take the Lesson Further (10 min.)
differences. Write them on the board in the correct columns.
(Same: brown eyes, curly brown hair. Different: Ben: eight
years old, likes walking and talking and is afraid of dogs. • Direct students’ attention to page 82. Read it aloud.
Sally: six years old, likes jumping and shouting and loves Ask: What does Ben learn in this story? (That sisters and
dogs.) Pause at the end of page 79 and elicit differences. Write brothers help each other.)
them in the columns. (Sally isn’t afraid. Ben is afraid.) Pause • Hand out students’ pictures of their siblings, cousins and
at the end of page 81. Elicit the differences and write them best friends.
in the columns. (Sally hugs Spot. Ben doesn’t.) At the end of • Form small groups. Have students talk about ways their
page 83, elicit differences and write them in the columns. family and friends help them.
(Ben buys chocolate for Sally. He buys a toy bone for Spot.)
• Direct students’ attention to activity 3. Read the
instructions. Have students complete the activity. Monitor
and help as needed.
Answers: 1. same 2. different 3. different 4. different 5. same 6. different

• Direct students’ attention to the pictures. Point to pages
76 and 78. Ask: What do you see behind the characters?
(A sidewalk and houses.) Tell them to look at pages 79-82.
Ask: What do you see? (A house, a fence and a dog.)
Have them turn to page 83. Ask: What do you see here?
(A store and a clerk.)
• Form groups of three.
• Tell students they are going to work together to draw all of
the background scenes on one sheet of paper.
Topic 5 T 161

Lesson 5
Compass Starter Reading Log pages 76-85 Central Message
Audio Track 12
Ice pop sticks (3 per student)
Scissors and glue
Comprehension (60 min.) A Mark (✓) the sentence that shows the central
Lead in to the Lesson message for you.
• Form pairs. Have students look at the pictures in the story • Have volunteers read the three sentences.
and describe what is happening in each. • Ask: What do you think Ben learns in the story? (Sentence 2.)
Have students circle sentence 2.
1 Listen to the first part of the story again. Match the
descriptions with the characters. 12 5 Active Reading Cut out the pictures on page 181.
Attach each picture to an ice pop stick.
• Direct students’ attention to pages 76 and 77.
• Play track 12 to the end of page 77. Tell them to listen to • Hand out the ice pop sticks, scissors and glue.
the descriptions. • Have students cut out the pictures on page 181 and glue
• Point to item 1 on page 84 and read it aloud. Ask: Who is them to the ice pop sticks.
eight years old: Ben or Sally? (Ben.) Tell students to draw
a line from item 1 to the picture of Ben. Continue guiding
A Listen and follow again. Hold up the characters when
they speak or bark. 12
students through the activity or have them complete it
in pairs. • Read the instructions to the class.
• Ask: When do we know when a character is speaking?
Answers: 1. Ben 2. Sally 3. Ben 4. Sally 5. Ben 6. Sally 7. Sally 8. Ben
(Quotation marks.)
2 Listen and follow again. Number the pictures in the • Tell students to listen and follow the story. Have them hold
correct order. 12 up the characters when they hear them speaking or barking
in the story.
• Read the instructions.
• Read or invite volunteers to read the sentences aloud. 6 Think about the story. Answer the questions.
• Play track 12 again. Pause at the end of page 79, and every
• Read the instructions and questions aloud.
subsequent page and have students number the scenes in the
• Have student write their answers.
correct order.
Answers: Column 1: 4, 2, 3 Column 2: 1, 6, 5 A Share your ideas with a classmate.
• Form pairs. Have students share their ideas.
• Tell students to identify the pictures and complete the Key
Words. Remind them to refer to the Key Words list on
page 76 to confirm spelling.
• Form pairs. Have students compare and confirm answers.
Answers: 1. hug 2. stop 3. shout 4. fence 5. wag 6. afraid
4 Central Message Circle the correct words. What can

we learn from the story?
• Read item 1 aloud. Ask: What does the story tell us: is it OK to
be different or not OK to be different? (It’s OK.) Have students
circle OK.
• Continue guiding students through the activity or have them
complete it in pairs.
Answers: 1. OK 2. help 3. say
T 162 Topic 5

Lesson 6
Compass Starter Reading Log pages 76-83, 92 Retelling
Audio Track 12 When students retell a story, they explain what they read in their own words. Retelling
information from a story can help students understand and recall story events and details.
Reader’s Theater
Background scenes (from Lesson 4)
In Reader’s Theater, students perform a story or play. Acting it out requires students to reflect
A ball on the relevance of the setting, as well as the characters’ words and actions. In this way,
students interact with the text in a more personal and memorable way.

Reading Strategy
• Tell students to stand in a circle. Say: Ben and Sally are going
to the shop. Ask: What happens next? (They hear a dog bark.)
• Toss the ball to a student. Ask: What happens next? (Ben
stops walking.) After the student answers, he or she should
toss the ball to another student and ask: What happens next?
• Continue the activity until all the events in the story have
been mentioned.

• Display the background scenes students drew in Lesson 4.
• Tell students they are going to reenact the story. Invite
three students to play the characters: Ben, Sally and the
shopkeeper. You should play the part of the dog to avoid
potential, future bullying among students.
• Have the students (characters) stand in front of the first
background scene. Tell the other students to direct the story
and tell the characters what to do.
• Continue reenacting the story as much as time and student
interest allows.
Connect to Me (25 min.)

1 Look at the pictures. What are you afraid of?
• Point to the pictures. Ask: What is Ben afraid of? (Dogs.)
Are you afraid of dogs? (Answers will vary.)
• Elicit the fears depicted in the other pictures. (Lightning,
blood, shots, spiders, rollercoasters.)
• Ask: Are you afraid of any of these things? (Answers will vary.)
• Direct students’ attention to activity 4. Hand out crayons.
Have students draw something they are afraid of.
A Think and discuss. What can you do when you are

afraid? What can you do when a friend is afraid?
discuss the questions.
• Encourage students to share their ideas with the class.
Topic 5 T 163

To p ic 5 My Little Sister
b
1 a rai
2 fe ce
d
3h g
c
4s ou
5 sto
e
6 ag
A Match the words with the pictures.


2 Read the sentences. Number the actions in the correct order.
1 Page 78 3 Page 80
Ben sees a dog at a fence. Spot wags his tail.
Ben stops walking. Sally shouts, “SHHH, Spot!”
Ben hears a dog bark. Sally wags her finger.
2 Page 79 4 Page 81
Spot barks again. Sally hugs Spot.
Sally walks up to the fence. Sally tells Ben to hug Spot.
Spot barks. Sally puts her arms through
the fence.
3 Read the words. Are Ben and Sally the same or different? Match.
1 brown hair 4 is afraid of dogs
Same
2 likes walking 5 brown eyes
Different
3 likes shouting 6 loves dogs
4 Think and draw. What are you afraid of?

Key Words
afraid
fence
hug
shout
stop
wag
by Debbie Thomas
1 Look at the pictures. What

are the children doing?
76 Topic 5

T 166

My name is Ben. I’m eight. My sister Sally is
six. We have brown eyes and curly brown hair.
I like walking. She likes jumping.
I like talking. She likes shouting.
She loves dogs. I am afraid of them.
My Little Sister 77

T 167

Today we are going to the shop. On the way,
we hear a dog bark. I see the dog at a fence.
I stop walking.
78 Topic 5

T 168

Sally walks up to the fence.
It’s Spot. He is the neighbor’s dog.
Spot barks.
“Shh…” she says.
Spot barks again.
My Little Sister 79

T 169

“I said SHH, Spot!” Sally shouts.
“My brother is afraid of you.”
She wags her finger. Spot stops barking.
He wags his tail. Spot likes Sally.
80 Topic 5

T 170

Sally puts her arms through the fence.
She hugs Spot.
“See, Ben?” she says. “He is nice.
Come and hug him.”
My Little Sister 81

T 171

I walk up to the fence. I do not hug Spot.
But I hug my sister.
“Thanks for helping me, Sally.”
82 Topic 5

T 172

At the shop, I buy chocolate for Sally and
a toy bone for Spot. But I will let Sally give
Spot the bone.
My Little Sister 83

T 173

1 Listen to the first part of the story again. Match the descriptions with
the characters. 12
1 eight years old 5 likes talking

2 six years old 6 likes shouting
3 likes walking 7 loves dogs
Ben Sally
4 likes jumping 8 is afraid of dogs
2 Listen
ste and
a d follow
ollow aga
again.. Number
u be tthe
eppictures
ctu es in tthe
e correct
co ect order.
o de . 12
Ben hugs Sally. Spot barks.
Sally wags her finger. Sally gives Spot the toy bone.
Spot stops barking. Ben buys Sally chocolate.

84 Topic 5

T 174

1 2 3
h op sh t
4 5 6
f n e w af d
4 Central Message Circle the correct words. What can we learn from
the story?
1 It’s OK / not OK to be different.
2 Sisters and brothers help / don’t help each other.
3 People say / don’t say thank you.
A Mark (✓) the sentence that shows the central message for you.
5 Active Reading Cut out the pictures on page 181. Attach each
picture to an ice pop stick.
A Listen and follow again. Hold up the characters when they speak
or bark. 12
6 Think about the story. Answer the questions.

1 Who is your favorite character?
2 Why?
A Share your ideas with a classmate.
My Little Sister 85

T 175

Twins are similar.
Key Words
But they are not
T wins!
born
identical the same.
same
similar
Sometimes twins
sometimes
by Robert
b b Hill
ill
twin are sisters.
Twins have
the same mother.

Sometimes they
They are born
are brothers.
at the same time.
They have the
same birthday. Sometimes they
are a brother
1 Look at the pictures. and a sister.

How many girls are
there? How many boys?
86 Topic 5 Twins! 87
Lessons Preview
1 86 Using Your Own Information • Topic 5 Nonfiction Flashcards

Comparing and Contrasting • Topic 5 Nonfiction Worksheet page 184
• Pictures of families
• A balloon
• Crayons
2 86-89 Predicting • Audio Track 13

3 86-89 Connecting Illustrations with • Audio Track 13

the Text • Topic 5 Nonfiction Worksheet page 185
Comparing and Contrasting • Crayons
4 86-89 Retelling • Audio Track 13 • Hole punch

Using Pictures to Retell a Text • Sheets of paper • Yarn
Art Connection • Crayons

Retelling • Crayons
6 92 Connect to Social Studies • Students’ booklets

Retelling • Crayons
Using Pictures to Retell a Text
T 176 Topic 5

Summary
Key Words
Twins can be similar, but they are not the same. Sometimes they are sisters, brothers or
even a brother and a sister. Identical twins look the same. They can be brothers or sisters, born (v.) to come into life
but they cannot be a brother and a sister. identical (adj.) exactly like someone
or something else
Genre: Informational Text
same (adj.) exactly like someone or
An informational text can provide facts about people and places in the real world. something else
“Twins!” describes the similarities and differences between siblings who are twins and
similar (adj.) almost the same as
identical twins.
someone or something else
Reading Strategy Focus sometimes (adv.) at certain times;
Retelling now and then
What is it? When students retell information from a text, they explain what they read twin (n.) a child who is born at the
in their own words. Retellng information can help students understand and recall main same time as another child to the
ideas and details. same mother
What will students do? Students will identify main ideas and details and retell them in
their own words.
Why is it important? The ability to retell information from a text confirms students’
understanding of text content and enhances retention of information.
How will students build on previous knowledge? In previous topics, students learn
to identify main ideas and details. In this text, students expand on that strategy by
learning to retell main ideas and details in their own words.
Topic 5 T 177

Lesson 1
Topic 5 Nonfiction Flashcards When you use your own information and experiences, you think about what you know about
a subject.
Pictures of families
To compare means to find things that are the same. To contrast means to find things that
A balloon are different. Students can compare and contrast characters and events in a story by asking:
Crayons How are they the same or different? The ability to compare and contrast is important to text and
content analysis.

Reading Strategy
• Display pictures of families on the board.
• Have students describe the people in the pictures.
Elicit information about physical descriptions.
Encourage students to describe their family members.

name next to it.
them chorally.
• Hand out crayons. Read the instructions for activity 1.
Point to item 1. Read the instructions for it. Tell students to
hold up their red crayons. Have students color the apples red.
Guide students through the rest of the activity. Then, point
out the shaded box with letters under the pictures.
Tell students to use the letters to complete the words.
If necessary, students can refer to the Key Words list
on page 86 for spelling.
Encourage students to talk about their pictures, such as: The
apples are red. They are identical. They are the same.
Answers: 1. identical, same 2. similar 3. born

Reading Strategy
• Write identical and similar on the board.
• Point to the pictures of families. Have students point
out similarities.
• Tell students to form a circle. Point out two things that
are similar in the classroom. Then toss the balloon to a
student. The student who catches the balloon points out
another similarity.
Know Your Students

Some students may require more support in noticing
similarities. Be ready to guide with prompts, such as
physical descriptions, clothing, shoes and backpacks.
T 178 Topic 5

Lesson 2
Compass Starter Reading Log pages 86-89 Predicting
Audio Track 13 When you make predictions, you make a guess before you read. The title and pictures in a text
can help you predict what the text is about. After you read, ask: Was my prediction correct?
In an informational text, the main idea is the most important idea of the text. It answers the
• Use the flashcards to review the Key Words. Show the Reading Strategy
pictures to elicit the words. Then show the words and read • Play track 13. Have students listen and follow the text on
them aloud for students to repeat chorally. pages 86-89. Remind them to turn the page when they hear
• For the words identical, same and similar, have students a pause.
point out things in the classroom. • Confirm students’ predictions. Ask: Is the text about twins?
(Yes.) Point to the list of students’ more detailed predictions
on the board. Confirm which predictions are true and which
• Direct students’ attention to page 86. Remind students that aren’t. Remind students that it is OK if not all the predictions
the first page of a text always has the title and the name of the are correct.
author. • Guide students to understanding the main idea and general
• Tell them to point to the title. Ask: What’s the title? (Twins!) details. Say: This text is about twins. Ask: What’s the main
Have students point to the name of the author. Ask: Who is idea? (Twins.) Say: There are two types of twins in this text.
the author? (Robert Hill.) Ask: What are they? (Twins and identical twins.) Have
• Remind students that the title often tells us what a text is students look at the pictures in the text and point to the
about. Ask: What do you think the text is about? (Twins.) twins and identical twins.
• Encourage students to make a few more predictions about
the text. Ask: What do you think the text will tell us about Take the Lesson Further (10 min.)
twins? (Answers will vary.) • Have students stand in a line from shortest to tallest.
• Write students’ ideas on the board. • Tell students to compare their heights with the people
standing in front of them and behind them. Ask: Who is the
1 Look at the pictures. How many girls are there? How
same height? (Answers will vary.)
many boys? (10 min.)
• Form pairs. Have students look at the pictures on pages
86-89 and count the numbers of boys and girls. (Babies on
page 86—gender unknown. Girls: 8. Boys: 8.)
Topic 5 T 179

Lesson 3
Compass Starter Reading Log pages 86-89 Connecting Illustrations with the Text
Audio Track 13 Connecting illustrations with the text helps readers better understand text content and context.
Topic 5 Nonfiction Worksheet page 185 Comparing and Contrasting
Crayons

Know Your Students
• Elicit students’ first and middle names. Higher-level students may be able to complete the
• Ask: Who has the same name? (Answers will vary.) Who has worksheet activity individually or in pairs. Some students
similar names? (Answers will vary.) may need more guiding questions to complete the activity.
For example, in item 1, ask: Are twins brothers? (Yes,
sometimes.) Are identical twins brothers? (Yes, sometimes.)
Reading Strategies Say: So two “yes” answers means the answer is B for both.
• Ask: What’s the text about? (Twins.) Say: Twins is the main Take the Lesson Further (15 min.)
idea. Now let’s listen for more information about the twins.
• Share information about multiple births in dogs. (See the
article at the following website article: www.bbc.com/earth/
pages 86-89.
story/20160830-first-identical-twin-dogs-discovered.)
• Tell students to point to the pictures as they answer
• Ask: What other animals have twins? Identical twins?
questions. It helps them see the connection between photos
Brainstorm ideas.
and the text.
• Hand out crayons. Read the instructions for activity 3.
• On page 86, say: Twins have the same mother. Ask: Who is
Have students draw pictures.
the mother? (Students should point to the woman holding the
• Form small groups. Tell students to share their pictures.
infant twins.) Who are the twins? (Students should point to
the infant twins and the twins celebrating a birthday.) Which
twins are celebrating a birthday? (The twins in the picture at
the bottom of the page.)
• On page 87, ask: Which twins are sisters? (Students should
point to the top picture.) Which twins are brothers? (Students
should point to the middle picture.) Which twins are a brother
and a sister? (Students should point to the bottom picture.)
Are the twins on this page the same? (No, they’re not the same.
They are similar.) Do twins look alike? (No, they don’t. They
look similar, but they do not look the same.)
• On page 88, ask: Do the twins on this page look the same?
(Yes, they do.) Confirm understanding that identical twins
look the same. Ask: Can identical twins be brothers? (Yes,
they can be.) Can identical twins be sisters? (Yes, they can be.)
Are identical twins a sister and a brother? (No, they’re not.)
• On page 89, ask: Do twins have the same hobbies?
(Sometimes.) Who has the same hobby? (Laura and Sophie.)
What do they like? (Gymnastics.) Who doesn’t have the same
hobby? (Joe and John.) What do they like? (Joe likes computer
games. John doesn’t.)
• Read the instructions for activity 2. Guide students
through the activity.
Answers: 1. B 2. T 3. T 4. B 5. B 6. T 7. I
T 180 Topic 5

Lesson 4
Teaching Resources Reading Strategy Focus Art Connection
Compass Starter Reading Log pages 86-89 Retelling Creating art projects about the theme or main
Audio Track 13 idea of a text is a way to create a multisensory
Reading Strategy
connection to the text. It also serves to further
Sheets of paper (4 per student) Using Pictures to Retell a Text engage students and make the text more
Crayons Pictures of people and things can help memorable.
Hole punch readers to understand and retell a text.
Yarn

• Have students recall the text.
• Ask: What is the text about? (Twins.) What kinds of twins?
(Twins and identical twins.)
Reading Strategies
• Play track 13. Pause at the end of each page. Have students
cover the text and use the pictures to retell details.
Know Your Students

Students at this age and language level may not be able to
paraphrase or use other words to retell information. They
are just beginning to develop this ability, so retelling using
the same or similar words is acceptable.

Art Connection
• Draw four squares on the board.
• Direct students’ attention to page 86. Ask: What is this page
about? (Information about both twins and identical twins.)
Write Information about twins and identical twins in the
first square. Have students turn to page 87. Ask: What is this
page about? (Twins.) Write Twins in the second square. Tell
students to turn to page 88. Ask: What is this page about?
(Identical twins.) Write Identical Twins in the third square.
Have students turn to page 89. Ask: What is this page about?
(Hobbies.) Write Hobbies in the fourth square.
• Hand out paper and crayons to students. Tell students
they are going to make a booklet about twins. Explain that
they have four sheets of paper. Each sheet is for different
information. Point to the squares on the board and read the
headings aloud.
• Ask: What is on the first page? (Information about twins and
identical twins.) What information? (They have the same
mother and the same birthday.) Explain that they will draw
pictures to represent that. Continue guiding students to
create the other pages of their booklets.
• When they have finished their drawings. Have students
put the pages in order. Use a hole punch to make two holes
in the pages.
• Give students yarn to tie the pages together to make their
booklets. Monitor and help as needed.
• Collect the booklets. Students will need them in Lesson 6.
Topic 5 T 181

Lesson 5
Compass Starter Reading Log pages 86-91 Retelling
Audio Track 13
Crayons
Comprehension (60 min.) 5 Active Reading Listen and follow again. Hold up two
Lead in to the Lesson fingers when you hear twin or twins. 13
• Have students recall the text. • Read the instructions and model holding up two fingers.
• Ask: What is the text about? (Twins.) What types of twins are • Tell students they are going to listen to the text again.
in the text? (Twins and identical twins.) • Play track 13. Confirm that students are holding up two
• Form pairs. fingers at each mention of twin or twins.
• Have students look at the pictures in the text. Tell them to
6 Draw and color a picture of identical twins.
identify things that are the same, similar and different.
Encourage students to share their observations with the class. • Ask: Do identical twins look the same or different? (The same.)
• Hand out crayons. Have students draw a picture of
1 Listen and follow again. Match the pictures with the identical twins.
sentences. 13
• Tell students they are going to listen to the text again. A Think and write. What do they like doing?
• Play track 13. Have students listen and follow. • Have students look at their pictures. Tell them to write about
• Have students complete the activity. Tell them to refer to the what the identical twins like doing.
text if needed.
Take the Lesson Further
Answers: 2, 1, 4, 3
• Form small groups. Have students share their pictures.
2 Read the sentences. Write their names under Encourage them to say how the identical twins are the same.
the picture.
• Read the instructions to the class.
• Have a volunteer read the sentences aloud.
• Tell students to identify Joe and John and write their names
on the lines.
Answers: John, Joe
3 Circle the words that have the same meaning.

• Read the instructions and the words.
• Elicit the meanings of identical, same and similar.
• Have students circle the correct words.
Answers: identical, same
4 Read the sentences. Match the words with the

sentences.
• Have students read the sentences. Complete item 1 as a class.
• Tell students to complete the rest of the activity.
Answers: Twins: 1, 2 Identical twins: 1, 3
A Retelling Work with a classmate. Describe twins and

identical twins.
• In the same pairs, encourage students to retell more details
about twins and identical twins.
T 182 Topic 5

Lesson 6
Compass Starter Reading Log page 92 Retelling
Students’ booklets (from Lesson 4) Reading Strategy
Crayons Using Pictures to Retell a Text

• Hand out students’ booklets.
• Have students review the information.
• Ask: What are the booklets about? (Twins.)
Reading Strategies (20 min.)

• Form pairs. Have students practice retelling the text, using
the pictures in their booklets for visual support.
• Form small groups. Tell students to take turns presenting
their booklets.
Connect to Social Studies (30 min.)

1 Draw a picture of a family member who looks
like you.
• Ask: Are you a twin? (Answers will vary.) Who is similar to
you in your family? (Answers will vary.)
• Hand out crayons. Have students draw a picture of a family
member who looks like them.
A Think and write. How are you similar?

• Elicit ideas.
• Have students write how they are similar to a family member.
Know Your Students

Students who are just beginning to write may only be able to
write a word or phrase, such as hair or eyes. Students who
cannot write at all could be encouraged to draw arrows to
shared physical features in the picture.

• Form small groups.
• Have students share their pictures and point out the
similarities between themselves and their family members.
Topic 5 T 183

To p ic 5 Twins!
1 Follow the instructions.
1 Color the apples red.

They apples are identi al.
They are the s me.
2 Color one apple red. Color

the other apple green.
The apples are si ilar.
They are not the same.
3 Color the big horse brown.

Color the small horse black.
The small horse was bor
last week.
A Complete the words with the letters from the box.

a c m n

2 Read the sentences. Write T (twins), I (identical twins) or B (both).
1 They are brothers. 5 They have the same mother.
2 They are similar. 6 They are a brother and
3 They don’t look the same. a sister.
4 They are sisters. 7 The look the same.
3 Think and draw. What animals have twins or identical twins?
Twins Identical Twins

Key Words
T wins!
born
identical
same
similar
sometimes
by Robert
b b Hill
ill
twin
Twins have
the same mother.
They are born
at the same time.
They have the
same birthday.

How many girls are
there? How many boys?
86 Topic 5

T 186

Twins are similar.
But they are not
the same.
Sometimes twins
are sisters.
Sometimes they
are brothers.
Sometimes they
are a brother
and a sister.
Twins! 87

T 187

Identical twins have the same mother and the same birthday.
And they look the same!
They have the same color hair and eyes.
Sometimes identical twins are brothers.
Sometimes they are sisters.
They are not a brother and a sister.
88 Topic 5

T 188

Sometimes identical
twins have the
same hobbies.
Laura and Sophie
like gymnastics.
Sometimes they don’t!

Joe likes computer games.
ŕohn doesn’t!
Twins! 89

T 189

1 Listen and follow again. Match the pictures with the sentences. 13
1 3
2 4
Sometimes identical twins are brothers.

Twins have the same mother.
Laura and Sophie like gymnastics.
Sometimes twins are a brother and a sister.
2 Read the sentences. Write their names under the picture.
Joe likes computer games.

John doesn’t!
3 Circle the words that have the same meaning.

identical same similar
90 Topic 5

T 190

4 Read the sentences. Match the words with the sentences.
1 They are born at the same time.
Identical
Twins 2 Sometimes they are a brother and a sister. twins
3 They are not a brother and a sister.
A Retelling Work with a classmate. Describe twins and identical twins.

5 Active Reading Listen and follow again. Hold up two fingers when
you hear twin or twins. 13
6 Draw and color a picture of identical twins.
A Think and write. What do they like doing?
Twins! 91

T 191

Connect to Me
What are you afraid of?
A Think and discuss. What can you do when you are afraid? What can
you do when a friend is afraid?
Connect to Social Studies

1 Draw a picture of a family member who looks like you.
A Think and write. How are
you similar?
92 Topic 5

T 192

To p ic 6
Sila’s
Paintbrush
by Esther Mizrachi
by Esther Mizrachi
What Children
Can Do!
by Robert Hill
93

T 193

Key Words
Sila’s
Paintbrush
cow
farmer
grow
paintbrush
plant by Esther Mizrachi
river

Where are they?
Sila has a magic paintbrush.
2 Listen and follow. 14 and 15
I can help people, she thinks.
94 Topic 6 Sila’s Paintbrush 95
Lessons Preview
1 94-101 Using Your Own Information • Topic 6 Fiction Flashcards • A storybook

Identifying Features of a • Topic 6 Fiction Worksheet page 202 • Crayons and colored pencils
Storybook
2 94-101 Comparing and Contrasting • Video Topic 6

Predicting • Audio Tracks 14 and 15
Identifying Place • Topic 6 Fiction Flashcards
3 94-101 Identifying Story Sequence • Audio Tracks 14 and 15 • A copy of the stories
Art Connection • Topic 6 Fiction Flashcard: paintbrush • Sheets of paper
• Topic 6 Fiction Worksheet page 203 • Crayons and a colored pencil
4 94-101 Comparing and Contrasting • Audio Tracks 14 and 15

Identifying Characters’ • Topic 6 Fiction Worksheet page 203
Motivations • Students’ drawings
Central Message • Strips of paper
5 94-103 Comprehension • Audio Tracks 14 and 15

Comparing and Contrasting • Crayons
6 94-101, 110 Connect to Me • Students’ drawings

Retelling • Sheets of paper
Art Connection • Crayons
T 194 Topic 6

Summary
Key Words
There are two short stories in this topic. The first, “Sila’s Paintbrush,” is about a girl named
Sila who has a magic paintbrush that she uses to help others. She paints a river so a farmer cow (n.) a large animal that is raised
can water his plants. Then, she paints an apple tree, chickens and a cow so a hungry by people for milk and meat
family has food to eat and milk to drink. The second story, “Sara’s Pencil,” is about a girl farmer (n.) a person who grows
named Sara who has a magic pencil that she uses to draw things she wants. However, her vegetables or fruit or raises animals
drawings lead to unexpected results. grow (v.) to come to life and develop;
to get bigger
Genre: Folktale / Magical Realism
paintbrush (n.) a brush that is used
A folktale is a traditional story. Sometimes it teaches a lesson about life. “Sila’s Paintbrush”
to paint on something
is a story that is loosely based on the Chinese folktale “The Magic Paintbrush.”
plant (n.) a living thing that grows in
Magical realism means that a story takes place in the real world, but contains elements of the ground
magic or the supernatural. The stories “Sila’s Paintbrush” and “Sara’s Pencil” have a touch river (n.) a large stream of
of magic in them. The stories also teach a similar lesson about life, yet from opposing moving water
perspectives: helping others is important and selfish actions can lead to unexpected results.

What is it? To compare means to find things that are the same. To contrast means to
find things that are different. Students can compare and contrast characters and events
in a story by asking: How are they the same or different?
What will students do? Students will compare and contrast characters, character
motivations and story events.
Why is it important? Students require a repertoire of reading strategies to analyze
characters and identify important details. Comparing and contrasting characters helps
highlight important character traits and motivations. Comparing and contrasting
story events helps highlight the consequences of the characters’ actions and reveals the
central message or lesson of the stories.
How will students build on previous knowledge? In Topic 3 nonfiction, students
learn to compare and contrast details in a text.
Teachers can help students compare and contrast by guiding them to identify:
• the characters’ motivations
• the outcomes of the characters’ actions
• the lessons that the main characters learn
Topic 6 T 195

Lesson 1
Compass Starter Reading Log pages 94-101 Using Your Own Information
Topic 6 Fiction Flashcards When you use your own information and experiences, you think about what you know about
a subject.
Identifying Features of a Storybook
A storybook
A storybook is an anthology of stories for children. Students can distinguish one story from
Crayons and colored pencils another by identifying the title page, which contains the title of the story and the name
of the author.

Reading Strategy
• Hold up crayons and colored pencils. Elicit the names of
the objects.
• Ask: What do we use crayons and pencils for? (To color, to draw.)
• Tell students who like to draw to raise their hands. Ask: What
do you like to draw? (Answers will vary.)

• Show the front cover of a storybook to the class. Ask:
What is this? (A book.) Point to the title and ask: What is this?
(The title.) Point to the author’s name and say it. Ask: Who is
he / she? (The author.)
• Remind students that every story has a title and an author.
• Have students open their books to page 94. Say: This topic
has two stories.
• Tell students to find the title pages. (On pages 94 and 98.)
Ask: What are the titles of the stories? (“Sila’s Paintbrush,”
“Sara’s Pencil.”) Who are the authors? (The author is the same
for both stories: Esther Mizrachi.)

Say: These are some new words in the stories.
name next to it.
them chorally.
• Display the flashcards—the side with the words on them—on
the board.
• Read the instructions for activity 1. Point to item 1 and
begin to sound out the word. Have students identify the word
and point to it on the board. Tell them to complete the word
on the worksheet. Then have students identify the picture
of a cow. Tell them to draw a line between the word and the
picture. Guide students through the rest of the activity. Then
have students color the pictures. Monitor and help as needed.
Answers: 1. cow, e 2. plant, d 3. river, f 4. farmer, b 5. paintbrush, a 6. grow, c

• Form pairs or small groups. Have students show their
pictures from activity 1 on the worksheet and describe them.
T 196 Topic 6

Lesson 2
Compass Starter Reading Log pages 94-101 Comparing and Contrasting
Video Topic 6 Reading Strategies
Audio Tracks 14 and 15 Predicting
Topic 6 Fiction Flashcards When you make predictions, you make a guess before you read. The title and pictures in a text
Identifying Place
The place, or setting, of a story is when and where it happens.
Characters are the people, animals and creatures that the story is about. It is important
for students to develop the ability to identify and describe characters as it helps in
reading comprehension.
Lead in to the Lesson (15 min.) 2 Listen and follow. 14 and 15 (10 min.)
pictures to elicit the words, then show the written words and • Play tracks 14 and 15. Have students follow the stories on
read them aloud for students to repeat chorally. pages 94-101. Pause the track at the end of each page and
• Form pairs. Direct students’ attention to pages 94-101. Have have students identify the characters. For example, pause
students look at the pictures and identify the Key Words. the track at the end of page 95 and have students point out
Sila. Pause at the end of page 96 and point to the farmer.
1 Look at the pictures. Where are they? (10 min.)
Ask: Who’s he? (A farmer.) Pause at the end of page 97 and
Reading Strategies point to the mother and her children. Ask: Who are they?
• Say: The title and pictures help tell part of the story. (A mother and her children.) Pause at the end of page 98 and
Ask: What are the titles of the stories? (“Sila’s Paintbrush,” ask: Who’s she? (Sara.)
“Sara’s Pencil.”)
• Ask: Who do you think the main characters are? (Answers Take the Lesson Further (10 min.)
may vary, but by guiding students to revisit the titles, they • Elicit the names of the main characters. (Sila and Sara.)
should eventually say Sila and Sara.) Ask: Who is your favorite main character? Encourage students
• Form pairs. Have students look at the pictures. Tell them to to give reasons for their answers.
identify the place, or setting, for each story. (In the country, in
Sara’s bedroom.)
Video Topic 6 “Sila’s Paintbrush” / “Sara’s

Pencil” (10 min.)
• Tell students they are going to listen to the stories.
• Play the video for Topic 6. Tell students to watch, listen and
follow along.
Know Your Students

The video shows a narrator reading the stories to a group of
children. The narrator pauses periodically to ask questions.
As this is the first time students hear the stories, they may
not be ready to answer the questions posed by the narrator.
However, hearing the responses children give in the
video can support your students’ reading comprehension.
Depending on your students’ current comprehension level,
you may have students simply watch and listen or you may
Topic 6 T 197

Lesson 3
Compass Starter Reading Log pages 94-101 Identifying Story Sequence Drawing pictures about the theme or main idea
Audio Tracks 14 and 15 The ability to identify the sequence of events is one way to create a multisensory connection
in a story helps students organize main ideas to the story and characters. It serves to further
Topic 6 Fiction Flashcard: paintbrush
and supporting details so they are able to engage students and make the story
Topic 6 Fiction Worksheet page 203 better understand the development of a story more memorable.
A copy of the stories and its characters.
Crayons and a colored pencil
Lead in to the Lesson (5 min.) Reading Strategy (15 min.)

• Display the flashcard for paintbrush on the board. Hold • Display the pages of the stories on the board, in
up a colored pencil. Elicit the names of the objects. random order.
• Have students recall the stories. Ask: Who uses a paintbrush? • Have students identify the pictures that correspond to
(Sila.) Who uses a pencil? (Sara.) each story.
• Invite volunteers to put the pages in the correct order or have
Read and Discuss the Story 14 and 15 (20 min.)
students guide you to sequence them correctly.
• Write the following question words on the board: • Read the instructions for activity 2. Point to page 95 on
1 Who? the board and read the sentences. Have students identify the
2 Where? sentence that corresponds to the picture. Tell them to write a
3 What? 1 in front of the correct sentence. Guide students to complete
4 How? the rest of the activity or have students complete it in pairs or
• Confirm understanding of the question words. Explain small groups. Follow similar steps for activity 3.
that you are going to ask Who? Where? What? and How? • Form pairs. Have students compare and confirm answers.
questions as they listen and read. Tell them to read the sentences in the correct order and point
• Play track 14. Have students listen and follow the story on to the pictures.
pages 94-97. Answers: Activity 2: 2, 5, 1, 3, 4, 6
• Pause at the end of page 95. Point to Sila. Ask: Who is she? Activity 3: 1. e 2. a 3. f 4. c 5. b 6. d
(Sila.) Where is she? (Outside, in a courtyard.) What does Sila
have? (A magic paintbrush.) What is Sila doing? (Painting.) Take the Lesson Further (15 min.)
Pause at the end of page 96. Ask: What do you see? (Sila and Art Connection
a farmer.) What does the farmer need? (Water.) What does • Hand out paper and crayons. Tell students to imagine they
Sila do? (She paints a river.) How does a river help the farmer? have magic crayons.
(He can water his plants, and they can grow.) Pause at the end • Have them draw a picture of a something they want to have.
of page 97. Point to the mother and children and ask: Who • Collect students’ drawings. They will need them in Lesson 4.
are they? (A mother and her children.) What does the mother
say? (“We are hungry.”) What does Sila do? (She paints an
apple tree, chickens and a cow.) How do these things help the
mother and her children? (They can eat apples and eggs and
drink milk.) How does Sila feel? (She’s happy.)
• Play track 15. Have students listen and follow on
pages 98-101.
• Pause at the end of page 98. Ask: Who is she? (Sara.) Where
is she? (In her bedroom.) What does Sara have? (A magic
pencil.) What does Sara think? (She thinks she wants a dog.)
What is Sara doing? (Drawing.) Pause at the end of page 99.
Ask: What does Sara look for? (A dog.) What does she find?
(A very big dog.) Pause at the end of page 100. Ask: What does
Sara say? (“I want new shoes.”) What does she draw? (Shoes.)
At the end of page 101, ask: What does Sara look for? (New
shoes.) What does she find? (Many shoes in her closet.)
How does Sara feel? (She’s not happy.)
T 198 Topic 6

Lesson 4
Audio Tracks 14 and 15 Reading Strategies
Topic 6 Fiction Worksheet page 203 Identifying Characters’ Motivations
Students’ drawings (from Lesson 3) Feelings can motivate characters in a story to do things or behave in certain ways. It is
Strips of paper: happy, not happy, river, apple tree, important for students to develop the ability to identify a character’s motivations as it helps
dog, shoes, helps others, helps herself in understanding how and why things happen in stories.
Central Message
Stories often teach a lesson about life. To understand a story’s central message, students
should answer the question: What do the main characters learn?
Lead in to the Lesson (10 min.) • Direct students’ attention to activity 4. Read the
• Hand out students’ drawings. instructions. Have students complete the activity. Monitor
• Form small groups. Have students share and describe their and help as needed.
pictures and the things they want. • For activity 5, form pairs and have students complete the
• Ask: Which character draws things she wants: Sila or activity together.
Sara? (Sara.) Answers: Activity 4: 1. No 2. Yes 3. No 4. Yes 5. No
Activity 5: 1. help 2. happy
Read and Discuss the Story 14 and 15 (25 min.)
Reading Strategies
• Write need and want on the board. Explain the difference
• Write What? How? and Why? on the board. Confirm
between the terms. Point to page 96 in the story and say: The
understanding of the question words. Explain that you are
farmer needs water or his plants won’t grow. Point to page 97
going to ask What? How? and Why? questions as they listen
and say: Families need food to live.
and read.
• Display page 101. Say: Sara wants shoes. Ask: Are shoes
• Play track 14. Pause at the end of page 95 and ask: What does
something other people need? (Answers may vary, but guide
Sila think? (She thinks, “I can help people.”) Pause at the end
students to understand that Sara does not need many pairs of
of page 96. Ask: How does Sila feel? (She’s happy.) Pause at the
shoes but she does need at least one to protect her feet or keep
end of page 97. Ask: How does Sila feel? (She’s happy.) What
them warm.)
does Sila think? (“Who can I help now?”) Why do you think
• Have students display their drawings around the classroom.
Sila is happy? (Answers may vary, so you may need
• Ask: Are the things in the picture for you or for other people?
to reinforce the connection between Sila’s happiness and
(For us.)
helping others.)
• Form pairs. Have students look at the pictures and decide if
• Play track 15. Pause at the end of page 99 and ask: How does
any of the objects can also be a need.
Sara feel? (She’s not happy.) Why is she not happy? (Because
• Encourage students to share their ideas with the class.
she wants a small dog.) At the end of page 101, ask: How does
• Collect students’ pictures. They will need them in Lesson 6.
Sara feel? (She’s not happy.) Why is she not happy? (Because
she didn’t want so many shoes.) What does Sara think? (“Why
can’t I draw things I want?”) Why do you think Sara is not
happy? (Answers may vary, so you may need to reinforce the
connection between Sara’s unhappiness and her only drawing
things that she wants.)
• Draw a two-column chart on the board. Write Sila and Sara
in the columns.
• Display the strip of paper with shoes on it. Ask: Who
draws shoes? (Sara.) Place the shoes strip in Sara’s column.
Continue asking questions and categorizing information.
Ask: Who draws a river? (Sila.) Who draws an apple tree?
(Sila.) Who draws a dog? (Sara.) Who is happy? (Sila.) Who is
unhappy? (Sara.) Who helps others? (Sila.) Who helps herself?
(Sara.)
• Write same and different to the side of the chart. Point to
the two columns. Ask: Does this show how Sila and Sara are
similar or different? (Different.) Elicit some similarities. (Both
have brown hair, and both are artists.)
Topic 6 T 199

Lesson 5
Audio Tracks 14 and 15
Crayons
Comprehension (60 min.) 5 Active Reading Think and write a question.

Lead in to the Lesson • Read the question starter.
• Form pairs. Have students look at the pictures in the story • Have students think and complete it.
and describe what is happening in each.
A Draw a picture of it.
1 Listen and follow again. Mark (✓) the main characters • Hand out crayons. Have students draw a picture of the object
in the stories. 14 and 15 they wrote in the question.
• Play tracks 14 and 15. Tell students to listen and follow.
• Point to the pictures. Explain that all of these people are in A Ask other classmates your question.
the stories, but they have to identify the main, or principal, • Form small groups. Have students take turns asking and
characters. Ask: Who are the stories about? (Sila and Sara.) answering their questions.
Say: They are the main characters.
• Have students mark the boxes for Sila and Sara. A Answer the question.
• Tell students to look at their pictures.
Answers: Pictures marked: first and last
• Ask: Does this object make you happy?
A Match the main characters with their names. • Form small groups. Have students share their answers.
Encourage them to give reasons for their answers.
• Point out and read the names of the main characters in the
green boxes.
• Ask: Who is Sara? Who is Sila?
• Have students draw lines from the names to the correct
characters.

• Form pairs. Have students identify the things and actions in
the pictures.
• Tell them to complete the words. Remind them to refer to the
Key Words list on page 94 to confirm spelling.
Answers: 1. cow 2. farmer 3. plant 4. river 5. paintbrush 6. grow
3 Match the objects with the main characters.

• Read the instructions and the items.
• Ask: Which story has an apple tree in it: the one about Sila or
Sara? (Sila.)
• Tell students to draw a line from item 1 to Sila.
• Have students complete the rest of the activity.
Answers: Sila: 1, 3 Sara: 2, 4
4 Comparing and Contrasting Read and mark (✓).

• Read item 1 aloud. Ask: Who has a magic object? (Sila and
Sara, so the answer is “Both.”) Have students mark Both.
• Continue guiding students through the activity or have them
complete it in pairs.
Answers: 1. Both 2. Sila 3. Sara 4. Sila 5. Sara
T 200 Topic 6

Lesson 6
Compass Starter Reading Log pages 94-101, 110 Retelling Drawing pictures about the theme or main idea
Students’ drawings (from Lesson 4) When students retell a story, they explain is one way to create a multisensory connection
what they read in their own words. Retelling to the story and characters. It serves to further
information from a story can help students engage students and make the story
Crayons understand and recall story events and details. more memorable.

Reading Strategy
• Form pairs.
• Have students look at the pictures in the story and retell
the events.

• Ask: What does Sara want? (A dog and new shoes.) What
does she get? (A very big dog and many pairs of shoes.)
• Hand out students’ drawings. Tell them to think about how
this could lead to an unexpected and unwanted result. Elicit
a few ideas.
• Hand out paper and crayons. Tell students to draw a picture
of an unexpected or unwanted result.
• Form small groups. Have students share and describe
their pictures.
Know Your Students

If you have a higher-level group of students, encourage them
to create an impromptu story, similar to “Sara’s Pencil,” as
they describe the pictures.
Connect to Me (25 min.)

1 Think and draw. What are you good at? How can you
help other people?
• Ask: What is Sila good at? (Painting.) What is Sara good
at? (Drawing.) What are you good at? How can you help
other people?
• Have students think, complete the sentences at the top of the
chart and draw.
• Form small groups. Have students share their ideas.
Topic 6 T 201

To p ic 6 Sila’s Paintbrush / Sara’s Pencil
b
1 ow
2 pla t
d
3r ver
c
4 fa mer
5 pain br sh
e
6 gro
A Match the words with the pictures. Color the pictures.


2 Read the sentences. Number the actions in the correct order.
Sila paints a river.
The family eats apples and eggs. They drink milk.
The farmer waters his plants. They grow and grow.
Sila paints an apple tree, chickens and a cow.
Sila thinks, “Who can I help now?”
3 Match the parts of the sentences.

1 Sara… a she draws a dog.
2 First,… b she looks around and she finds many pairs of shoes.
3 Next,… c she draws shoes.
4 Then,… d Sara thinks, “Why can’t I draw things I want?”
5 Later,… e has a magic pencil.
6 In the end,… f she looks around and she sees a very big dog.
4 Read the sentences. Circle Yes or No.

1 Sila draws a dog. Yes No
2 Sara draws shoes. Yes No
3 Sara paints a river. Yes No
4 Sila is happy. Yes No
5 Sara is happy. Yes No
5 Circle the correct words. What can we learn from the stories?
1 It is important to help / not help other people.
2 Helping others can make you happy / not happy.

Key Words
Sila’s
Paintbrush
cow
farmer
grow
paintbrush
plant by Esther Mizrachi
river

Where are they?
2 Listen and follow. 14 and 15
94 Topic 6

T 204

I can help people, she thinks.
Sila’s Paintbrush 95

T 205

“I need water,” a farmer says. “My plants
do not grow.”
Sila paints a river. The farmer waters his
plants. They grow and grow.
“Thank you, Sila,” the farmer says.

He is happy. Sila is happy.
96 Topic 6

T 206

“We are hungry,” a mother says.
Sila paints an apple tree. She paints
chickens. She paints a cow. The family eats
apples and eggs. They drink milk.
“Thank you, Sila,” they say.

They are happy. Sila is happy.
Who can I help now? Sila thinks.
Sila’s Paintbrush 97

T 207

by Esther Mizrachi
Sara has a magic pencil.

I want a dog! she thinks.
She draws a dog.
98 Topic 6

T 208

She looks around her room. She looks outside.
“Oh, no!” she shouts. “That’s a very big dog!”
“Woof,” says the dog.
Sara is not happy.
Sara’s Pencil 99

T 209

Sara sits and thinks.
“I want new shoes!” she says.
She draws shoes.
100 Topic 6

T 210

She looks around
her room. She looks
under the bed. She
opens her closet.
“Oh, no!” she shouts.

Sara is not happy.
Why can’t I draw things
I want? she thinks.
Sara’s Pencil 101

T 211

1 Listen and follow again. Mark (✓) the main characters in
the stories. 14 and 15
Sara Sila
A Match the main characters with their names.

1 2 3
co far ant
4 5 6
ri e p ntbru ow
102 Topic 6

T 212

3 Match the objects with the main characters.
1 apple tree
2 dog
3 river
4 shoes
4 Comparing and Contrasting Read and mark (✓).
Sila Sara Both
1 has a magic object
2 likes to paint
3 likes to draw
4 makes pictures of things for other people
5 makes pictures of things she wants
5 Active Reading Think and write a question.

Can you draw a ?
A Draw a picture of it.
A Ask other classmates
your question.
A Answer the question.
Does this object make
you happy?
Sila’s Paintbrush / Sara’s Pencil 103

T 213

Ivan is from Russia.
Key Words
beat
What Children He likes to play chess.
chess
everyone
jigsaw puzzle
Can Do! He can beat his classmates.
And he can beat his grandfather!
picture by Robert Hill
sell
The Kay family is from Canada.

Everyone can play the piano!
Mom is a piano teacher.
Susan likes to play with her brother.
1 Look at the pictures

on this page. What
are they doing?
2 Listen and
follow. 16
104 Topic 6 What Children Can Do! 105
Lessons Preview
1 104 Using Your Own Information • Topic 6 Nonfiction Flashcards

• Topic 6 Nonfiction Worksheet page 222
• Pictures of activities
2 104-107 Predicting • Audio Track 16

3 104-107 Describing the Connection • Audio Track 16

Connecting Illustrations with the • Topic 6 Nonfiction Worksheet page 223
Text
4 18-21, 68-71 Retelling • Audio Track 16

104-107 Identifying Places on a Map • Topic 6 Nonfiction Worksheet page 223
Geography Connection • A large world map
• Copies of a large world map

Describing the Connection • Crayons
6 109 and 110 Connect to Art • Strips of paper

Identifying Steps in a Process • Sheets of paper
• Crayons
• Scissors
T 214 Topic 6

Summary
Key Words
Children around the world have different interests and abilities in “What Children Can
Do!” Susan can play the piano. Ivan can play chess. Camila can paint pictures. James and beat (v.) to win a game against
Lisa can do jigsaw puzzles. another person or team
chess (n.) a board game for two
Genre: Informational Text players; each player has sixteen
An informational text can provide facts about people and places in the real world. “What pieces that can be moved in
Children Can Do!” is about five children and their unique interests and abilities. different ways
everyone (n.) every person
jigsaw puzzle (n.) a game with small
Describing the Connection
pieces of various shapes that fit
What is it? The ability to describe the connection between individuals, events, ideas
together to form a picture
or pieces of information in an informational text requires readers to first identify
the main idea and details and subsequently analyze the information to identify the picture (n.) a painting, drawing
commonalities. or photograph
What will students do? Students will identify main ideas and details, analyze the sell (v.) to give something to
information to find the common factors and then describe the connection. someone for money
Why is it important? The ability to identify and describe the connection between
individuals, events, ideas or pieces of information from a text is an important aspect of
text analysis, and it also enhances retention of information.
Topic 6 T 215

Lesson 1
Topic 6 Nonfiction Flashcards When you use your own information and experiences, you think about what you know
about a subject.
Pictures of activities

Reading Strategy
• Display pictures of activities known to students on the board.
• Have students identify the activities. Ask: Which activities
do you like? Encourage students to answer in complete
sentences, such as: I like riding my bike.
• Have students stand and form a circle. Tell them they are
going to play Charades.
• Model the activity. Then invite volunteers to take turns acting
out different activities. Continue the game until everyone
who wants to act out something has done so.
Manage Your Class

If you have a large class, consider forming two or three
circles of students after you have modeled the activity.

• Direct students’ attention to the Key Words entry on page 104.
name next to it.
them chorally.
• Read the instructions for activity 1. Point to item 1. Begin
to sound out the word: jji… . Elicit the letter you are saying.
(J.) Have students point to the letter in the shaded box. Tell
them to complete the word. Have students complete the
activity. Monitor and help as needed.
Remind them to refer to the Key Words list on page 104 to
confirm spelling.
Answers: 1. jigsaw puzzle, d 2. chess, a 3. picture, f 4. beat, b 5. sell, c
6. everyone, e

Reading Strategy
• Display the flashcards for picture, chess and jigsaw puzzle on
the board.
• Point to the picture flashcard. Ask: What do you need to make
a picture? (Paint, painbrush, etc.) Who can play chess? How
do you play it? (Answers will vary.) Who likes jigsaw puzzles?
What jigsaw puzzles have you completed? (Answers will vary.)
T 216 Topic 6

Lesson 2
Compass Starter Reading Log pages 104-107 Predicting
Audio Track 16 When you make predictions, you make a guess before you read. The title and pictures in a text
In an informational text, the main idea is the most important idea of the text. It answers the
pictures to elicit the words. Then show the words and read • Play track 16. Have students listen and follow the text on
them aloud for students to repeat chorally. pages 86-89. Remind them to turn the page when they hear
• Ask questions about each flashcard. For example: What a pause.
games can you beat your parents at? Can you play chess? Is • Confirm students’ predictions. Ask: Is the text about things
everyone here today? Do you like jigsaw puzzles? Do you ever children can do? (Yes.) Point to the list of students’ more
paint pictures? Do you ever sell or give away your old clothes? detailed predictions on the board. Confirm which predictions
are true and which aren’t. Remind students that it is OK if
not all the predictions are correct.
• Direct students’ attention to page 104. Remind students that • Guide students to understanding the main idea and general
the first page of a text always has the title and the name of details. Say: This text is about children’s activities.
the author. Ask: What’s the main idea? (Children can do many things.)
• Tell them to point to the title. Ask: What’s the title? (“What What are they? (Playing the piano, playing chess, painting a
Children Can Do!”) Have students point to the name of the picture, doing a jigsaw puzzle.)
author. Ask: Who is the author? (Robert Hill.)
• Remind students that the title often tells us what a text is Take the Lesson Further (5 min.)
about. Ask: What do you think the text is about? (Activities • Ask: Which activity do you like? Elicit ideas. Encourage
children can do.) students to give reasons for their answers.
• Encourage students to make a few more predictions about
the text. Ask: What do you think the text will tell us about
children’s activities? (Answers will vary.)
• Write students’ ideas on the board.
1 Look at the pictures. What are they doing? (10 min.)

• Form pairs. Have students look at the pictures on pages
104-107 and identify the activities. (Playing the piano,
playing chess, painting a picture, doing a jigsaw puzzle.)
Topic 6 T 217

Lesson 3
Compass Starter Reading Log pages 104-107 Describing the Connection
Topic 6 Nonfiction Worksheet page 223 Connecting Illustrations with the Text
Connecting illustrations with the text helps readers better understand text content and context.
Lead in to the Lesson (5 min.) through the rest of the activity. Have students use red crayons
• Have students recall the text. Elicit the activities mentioned for Ivan, green for Camila and blue for James and Lisa.
in it. (Playing the piano, playing chess, painting a picture, • Have students look at the chart. Ask questions that guide
doing a jigsaw puzzle.) students to see the connection among the children: Are
the children from the same country? (No.) Do they like the
Read and Discuss the Text 16 (35 min.) same activity? (No, but they all like an activity.) Do they do
Reading Strategies the activity with someone in their family? (Yes, but different
family members.)
• Ask: What’s the text about? (Activities children can do.) Answers: Susan: Canada, play piano, everyone, likes to play with her brother.
Ivan: Russia, play chess, grandfather, can beat his classmates. Camila: Mexico,
Say: Activities these children can do is the main idea. paint pictures, sister, sells a lot of pictures. James and Lisa: Australia, do
Now let’s listen for more information. jigsaw pictures, Mom and Dad, are very good at jigsaw puzzles.
pages 104-107. Pause at the end of each page and have Take the Lesson Further (15 min.)
students point out the activities. Tell students that pointing • Take a survey of popular family activities.
to the pictures can help them see the connection between • Draw a five- or six-column chart on the board. Ask: What
illustrations and the text. activities do you do with your families? Choose five or six
• Play track 16 again. Pause at the end of each page to ask activities that seem to be the most common among your
questions about details mentioned in the text. students. Write one of these activities at the top of
• For page 104, ask: Where is the Kay family from? (Canada.) each column.
Who can play the piano? (Everyone.) Who is a piano teacher? • Ask: Do you (activity in the chart) with your family? Have
(Mom.) Who likes to play with her brother? (Susan.) Have students raise their hands if they do the activity and tally Yes
students point to everyone, Mom, Susan and her brother. answers on the chart on the board.
• For page 105, ask: Where is Ivan from? (Russia.) What does he • Continue surveying students and tallying Yes answers.
like to do? (Play chess.) Who can he beat? (His classmates and • After the survey is completed, have students count the
his grandfather.) Have students point to Ivan, his classmates number of Yes answers for each activity and identify the most
and his grandfather. popular family activity in your class.
• For page 106, ask: Where is Camila from? (Mexico.) What are
her favorite colors? (Yellow and blue.) What does she do? (She
paints pictures with her sister.) What do they sell? (A lot
of pictures.)
• For page 107, ask: Where is the Lee family from? (Australia.)
What are they good at? (Doing jigsaw puzzles.) Who is very
good at doing jigsaw puzzles? (James and Lisa.)
• Hand out yellow, blue, red and green crayons. Direct
students’ attention to activity 2. Guide students through the
activity. Read the instructions. Tell students to hold up their
yellow crayons. Say: We use yellow for Susan. Have students
color the box with Susan yellow. Ask: Where is Susan from?
(Canada.) Have students circle Canada using a yellow crayon.
Ask: What activity does Susan do? (She plays the piano.)
Tell students to circle play piano using a yellow crayon. Ask:
Who else plays the piano in Susan’s family? (Everyone.) Have
students circle everyone using a yellow crayon. Ask: What
more information do we know about Susan? (She likes to play
with her brother.) Tell students to circle likes to play with her
brother in using a yellow crayon. Continue guiding students
T 218 Topic 6

Lesson 4
Teaching Resources Reading Strategies Geography Connection
Compass Starter Reading Log pages 18-21, Retelling The purpose of geography is to guide young
68-71, 104-107 When students retell information from a text, learners to contextualize stories and texts.
Audio Track 16 they explain what they read in their own It also helps readers develop navigational
words. Retelling information can help students skills and realize they are members of a
understand and recall main ideas and details. diverse global community.
A large world map
Identifying Places on a Map
Copies of a large world map (1 per pair The ability to identify places on a map is vital
or group) to spatial thinking and map skills. It also helps
students contextualize places in stories and texts.
• Have students recall the text. Geography Connection
• Ask: What is the text about? (Activities children can do.) • Direct students’ attention to the world map. Remind them
What kinds of activities? (Playing the piano, playing chess, they have learned about other countries in previous texts.
painting a picture, doing a jigsaw puzzle.) • Have students point out their country on the map.
• Act out the activities and have students recall and say the • Elicit the other countries they have read about. (China, Peru,
names of the children from the text who do these activities. France, Sweden, Italy, Mali.) Tell students to look at the text
(Susan: play the piano, Ivan: play chess, Camila: paint on pages 18-21 and 68-71 if they don’t remember.
pictures, James and Lisa: do jigsaw puzzles.) • Encourage students to point out China, Peru, France,
Sweden, Italy and Mali on the map.
• Form pairs or small groups. Hand out world maps. Tell
Reading Strategies students to work together to identify and color all the
• Play track 16. Tell students to pay attention to the details. countries they have learned about on the map. Have them
• Form pairs. Have students refer to activity 2 on their write the names of the countries on the map.
worksheets to retell the details. • Elicit information about the different countries. For example,
• Direct students’ attention to activity 3. Point out the What is a traditional toy in Sweden?
shaded countries on the map on the worksheet. Say: These • Have students refer to previous texts to find information if
are Canada, Russia, Mexico and Australia. Display a large they don’t remember.
world map. Elicit or point to the countries on the world
map. Then have students find the countries on their maps in
activity 3 and match them to the names of the countries next
to the map.
Know Your Students

Students at this age and language level may not be able to
paraphrase or use other words to retell information. They
are just beginning to develop this ability, so retelling using
the same or similar words is acceptable.
Topic 6 T 219

Lesson 5
Compass Starter Reading Log pages 104-109 Describing the Connection
Audio Track 16
Crayons
Comprehension (60 min.) actions when you hear them. 16
Lead in to the Lesson • Read the instructions. Have students practice acting out the
• Have students recall the text. different actions.
Ask: What is the text about? (Activities children can do.) • Tell students they are going to listen to the text again.
What types of activities are in the text? (Playing the piano, • Play track 16. Confirm that students are acting out the
playing chess, painting pictures, doing jigsaw puzzles.) correct activities at the appropriate times.
1 Listen and follow again. Match the children with their 6 Think and draw. What activity do you do with your
countries. 16 family?
• Tell students they are going to listen to the text again. • Hand out crayons.
• Play track 16. Have students listen and follow. • Read the instructions.
• Have students complete the activity. Tell them to refer to the • Have students think of an activity they do with their families
text if needed. (or a single family member) and draw it.
Answers: 1. Canada 2. Russia 3. Mexico 4. Australia Take the Lesson Further
2 Complete the words. • Form small groups. Have students share their pictures.
Encourage them to describe the activities they do with
• Direct students’ attention to the Key Words list on
their families.
page 104.
• Have students say the words and point to pictures in the text
that represent them.
• Read the instructions for the activity.
• Tell students to complete the words. Remind them to refer to
the Key Words entry to confirm spelling.
Answers: 1. a game of chess 2. a picture of flowers 3. everyone in their
family 4. beat her dad in a video game 5. sell lemonade 6. do a jigsaw puzzle
3 Read the questions. Circle the correct answers.

• Read the instructions. Complete item 1 as a class. Read the
question and elicit the answer.
• Have students complete the activity individually.
Answers: 1. a 2. b 3. b 4. a
4 Describing the Connection Think about everyone in

the text. What are they good at? Mark (✓) the answer.
• Confirm understanding of the word everyone.
• Elicit information about the children in the text.
• Have students read the sentences and choose the
correct answer.
Answer: Everyone is good at an activity.
5 Active Reading Listen and follow again. Act out the
T 220 Topic 6

Lesson 6
Compass Starter Reading Log pages 109 and 110 Identifying Steps in a Process
Strips of paper with an instruction from the Connect to It is important to identify the steps in a process in the correct order. To help readers
Art activity on each understand and remember the order of steps, authors may include words such as first, next
and then.
Crayons
Scissors

• Write the following sentence starters on the board
before class:
1 Ivan is from .
2 He likes to play .
3 He can beat his .
• Have students recall the text. Point to the incomplete
sentences on the board and elicit the answers. (Russia, chess,
grandfather.)
• Elicit the type of information it is and write it in parentheses
after each sentence. (Country, activity, family / more
information.)
• Tell students they are going to share their pictures from
activity 6 on page 109 in the same way. Model the activity if
needed.
say where they are from, what the activity is and who they do
the activity with in their families.
Connect to Art (35 min.)

Reading Strategy
1 Follow the instructions to make a jigsaw puzzle.
• Write the following sequence words on the board:
- First,
- Next,
- Then,
- And finally,
• Direct students’ attention to the activity. Read the
instructions.
• Tell students to close their books.
• Display the instructions on the board in random order.
• Have students guide you to put the instructions in the correct
order after the sequence words.
• Tell students to open their books and compare and confirm
the sequence of the actions.
• Hand out paper and crayons. Have students complete the
first step of instructions.
• Guide students through the rest of the instructions. Remind
them that when they cut the picture into pieces, they can cut
it any way they want: circular pieces, wavy lines, etc.
Topic 6 T 221

To p ic 6 What Children Can Do!
1 Complete the words with the letters in the box.
b c e j p s
b
1 igsaw puzzle
a
2 hess
d
3 icture
c
4 eat
f
5 ell
e
6 veryone
A Match the words with the pictures.

T6COtgrlwkStart.indd 204 4/10/19 3:07 PM

2 Look at the information. Circle Susan’s in yellow. Circle Ivan’s in red.
Circle Camila’s in green. Circle James and Lisa’s in blue.
Susan Ivan Camila James and
Country Australia Canada Mexico Russia
do jigsaw paint
Activity play chess play piano
puzzles pictures
Mom and
Family everyone grandfather sister
Dad
More can beat his classmates likes to play with her brother
Information sells a lot of pictures are very good at jigsaw puzzles
3 Look at the map. Match the countries with the names.
Australia
Canada
Mexico
Russia

Key Words
beat
What Children
chess
everyone
jigsaw puzzle
Can Do!
picture by Robert Hill
sell
The Kay family is from Canada.

Everyone can play the piano!
Mom is a piano teacher.
Susan likes to play with her brother.
1 Look at the pictures

on this page. What
are they doing?
2 Listen and
follow. 16
104 Topic 6

T 224

Ivan is from Russia.
He likes to play chess.
He can beat his classmates.
And he can beat his grandfather!
What Children Can Do! 105

T 225

Camila is from Mexico.
Her favorite colors are yellow and blue.
She paints pictures with her sister.
They sell a lot of pictures!
106 Topic 6

T 226

The Lee family is from Australia.
They like to do jigsaw puzzles.
Mom and Dad are good at doing jigsaw puzzles.
But James and Lisa are very good!

T 227

1 Listen and follow again. Match the children with their countries. 16
1 Susan Mexico
2 Ivan Russia
3 Camila Australia
4 James and Lisa Canada

1 2 3
a game of ap c ur eve on
ess of flowers in their family
4 5 6
b t her dad se do a i sa
in a video game lemonade pu le
3 Read the questions. Circle the correct answers.
1 Who can play chess? 3 Who can paint pictures?
a Ivan b Susan a Ivan b Camila
2 Who can do jigsaw puzzles? 4 Who can play the piano?
a Camila b James and Lisa a Susan b James and Lisa
108 Topic 6

T 228

4 Describing the Connection Think about everyone in the text.
What are they good at? Mark (✓) the answer.
Everyone is good at playing a musical instrument.
Everyone is good at games.
Everyone is good at an activity.
Everyone is good at painting pictures.
5 Active Reading Listen and follow again. Act out the actions when
you hear them. 16
1 play the piano 3 paint pictures

2 play chess 4 do jigsaw puzzles
6 Think and draw. What activity do you do with your family?

T 229

Connect to Me
1 Think and draw. What are you good at? How can you help
other people?
I am good at I can help by

. .
Connect to Art
1 Follow the instructions to
make a jigsaw puzzle.
1 Draw and color a picture.
2 Cut the picture into pieces.
3 Exchange jigsaw puzzles with
a classmate.
4 Put your classmate’s jigsaw
puzzle together!
110 Topic 6

T 230

Topic 1 yak (n.) a big animal with long hair and
Fiction curved horns
first (adj.) coming before all others in time, Nonfiction
order or importance boat (n.) a small vehicle that is used for
good (adj.) able to do something travel on water
well; skillful high (adj.) far off the ground; very tall
happy (adj.) feeling full of joy mountain (n.) an area of land that rises
sad (adj.) feeling unhappy high above the land around it
say (v.) to express in words; to speak noisy (adj.) making loud sounds
think (v.) to use your mind train station (n.) a place where trains stop
Nonfiction so that people can get on and off
backpack (n.) a bag with shoulder straps wet (adj.) covered in water or another
to carry school supplies liquid; not dry
lunch (n.) the meal you eat in the middle
Topic 3
of the day
Fiction
notebook (n.) a small book of paper
eat (v.) to put into the mouth and swallow it
for notes
garden (n.) an area of land where herbs,
pencil (n.) an object for writing or drawing
fruits, flowers and vegetables grow
pencil case (n.) a small container for
hungry (adj.) a feeling in the stomach
carrying pencils and pens
because you need food
storybook (n.) a book of stories
pepper (n.) a red, green, orange or
for children
yellow vegetable
Topic 2 pull (v.) to hold someone or something
Fiction and move it toward you
behave (v.) to act in an appropriate way run (v.) to move your legs quickly, faster
bridge (n.) a structure that is built over than walking
something so that people can cross Nonfiction
from one side to the other cinnamon (n.) a sweet spice that comes
broom (n.) a brush that has a long handle from the bark of a tree and is used in
and is used for sweeping cooking and baking
gold (adj.) a deep yellow color cook (v.) to prepare food for eating by
rule (n.) an instruction that tells you what using heat
you can or cannot do
Glossary 171
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A1
GlossaryCOtgrlStart.indd 1 4/30/19 10:30

mix (v.) to combine two or more things Topic 5
peanut butter (n.) a creamy food that is Fiction
made from peanuts afraid (adj.) scared; frightened
put (v.) to place or move something to a fence (n.) a structure like a wall, made of
different location wood or metal that prevents people or
slice (n.) a thin piece of food that is cut animals from entering or leaving
from something bigger hug (v.) to place arms around someone as
a way to show affection and caring
Topic 4
shout (v.) to speak loudly
Fiction
stop (v.) to not move
bark (v.) to make the short, loud sound of
wag (v.) to move something from side to
a dog
side repeatedly
birthday (n.) the day someone is born
Nonfiction
dance (v.) to move your body as
born (adj.) to come into life
music plays
identical (adj.) exactly like someone or
hear (v.) to perceive sounds through
something else
the ears
same (adj.) exactly like someone or
shy (adj.) nervous or uncomfortable about
something else
meeting or talking to people
similar (adj.) almost the same as someone
sing (v.) to use the voice to make musical
or something else
sounds in the form of a song or tune
sometimes (adv.) at certain times; now
Nonfiction
and then
doll (n.) a toy in the form of a baby or
twin (n.) a child who is born at the
small person
same time as another child to the
drum (n.) a musical instrument with a thin
same mother
layer of material on a round frame
horse (n.) a large animal that is used for Topic 6
riding and for carrying or pulling things Fiction
loud (adj.) making a lot of sound cow (n.) a large animal that is raised by
puppet (n.) a doll that is moved by a hand people for milk and meat
or by strings farmer (n.) a person who grows
soft (adj.) easy to press, bend or cut; vegetables or fruit or raises animals
smooth and pleasant to touch grow (v.) to come to life and develop; to
get bigger
172 Glossary

A2

paintbrush (n.) a brush that is used to Nonfiction
paint on something buy (v.) to give money in exchange
plant (n.) a living thing that grows in for something
the ground cut (v.) to divide something with a
river (n.) a large stream of moving water sharp tool
Nonfiction fight (v.) to use objects to win a
beat (v.) to win a game against another competition or beat a competitor
person or team market (n.) a place where people buy and
chess (n.) a board game for two players; sell things
each player has sixteen pieces that can sharp (adj.) having a thin edge that can
be moved in different ways cut things
everyone (n.) every person string (n.) a long, thin piece of
jigsaw puzzle (n.) a game with small twisted thread
pieces of various shapes that fit together
Topic 8
to form a picture
Fiction
picture (n.) a painting, drawing
branch (n.) a part of a tree that grows out
or photograph
from the trunk
sell (v.) to give something to someone
fast (adv.) at high speed
for money
log (n.) the trunk of a tree that has fallen
Topic 7 or been cut down
Fiction lost (adj.) not knowing where you are or
bright (adj.) full of light how to get to where you want to go
change into (v.) to alter physical form point (v.) to show someone where to look
dry (adj.) not having the usual amount or go
of moisture toe (n.) one of the five separate parts at
seal (n.) a large animal that lives in the end of a foot
the sea near coasts, has flippers and Nonfiction
eats fish alive (adj.) having life; not dead
tickle (v.) to touch a body part softly in colony (n.) a group of plants or animals
order to cause a tingling feeling living or growing in one place
whisker (n.) a long hair near the mouth of root (n.) the part of the plant that grows
an animal underground or underwater, gets water
and minerals, and holds the plant
in place
Glossary 173

A3

saltwater (n.) water that naturally has
salt in it
sunny (adj.) full of bright sunlight
sunscreen (n.) a lotion or spray you put
on your skin to prevent sunburn
Topic 9
Fiction
floor (n.) the part of the room on which
you stand
mop (n.) a tool for cleaning floors that has
yarn or a sponge tied to a long stick
rag (n.) a piece of cloth
slop (n.) liquid spilled on a floor
sweep (v.) to remove dirt or dust with a
broom or brush
trash (n.) something that is not useful
or wanted
Nonfiction
dark (adj.) very little or no light
light (adj.) having the light of the sun
park (n.) an area of land, often in a city,
that has grass, trees and other plants
stone (n.) a small piece of rock
summer (n.) a season of the year after
spring and before fall, known for hot
weather and longer days
winter (n.) a season of the year after
fall and before spring, known for cold
weather and snow
174 Glossary
GlossaryCOrlStart.indd 174 3/6/19 12:12 PM

A4

Topic 4 “Singing Star”
bark
dance
sing ask / say / tell
Topic 4 “Toys Around the World”
Cutouts 179
cutoutsCOrlStart.indd 179 2/7/19 13:19

A5

Topic 5 “My Little Sister”
Topic 7 “Selkie Girl”

taste
see
hear
feel
Cutouts 181
cutoutsCOrlStart.indd 181 2/7/19 13:19

A6


Compass Starter Reading Log TG Topics 4-6

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STARTER

preCOtgrlStart.indd i 4/9/19 16:04

Illustrations: José Luis Briseño Sánchez p. A5;

Photographs: © Gettyimages.com: Danny Iacob

Images used under license from © Depositphotos.com,

preCOtgrlStart.indd ii 4/25/19 10:53

Reading Strategies ........................................................................................................ vii

Topic Structure ................................................................................................................ ix

Topic Features .................................................................................................................... x

Scope and Sequence ................................................................................................. xiii

Topic 4 What do I like? ..................................................................................... T117

Singing Star ........................................................................................................... T118

Toys Around the World ............................................................................... T138

Topic 5 Who are my friends and family? ............................................. T155

My Little Sister ................................................................................................... T156

Twins! ........................................................................................................................ T176

Topic 6 What am I good at? .......................................................................... T193

Sila’s Paintbrush and Sara’s Pencil ........................................................ T194

What Children Can Do! ............................................................................... T214

preCOtgrlStart.indd iii 4/9/19 16:04

Compass Starter English Language Arts

Compass Starter English as a Foreign

preCOtgrlStart.indd iv 4/10/19 1:33 PM

5 730L to 850L B1 Making Connections

preCOtgrlStart.indd v 4/9/19 16:04

preCOtgrlStart.indd vi 4/9/19 16:04

preCOtgrlStart.indd vii 4/9/19 16:04

Identifying Steps in a Process Using Pictures to Retell a Text

Identifying the Narrator

Main Idea and Details

preCOtgrlStart.indd viii 4/9/19 16:04

preCOtgrlStart.indd ix 4/9/19 16:04

Key Words help

preCOtgrlStart.indd x 4/9/19 16:05

Students have fun

preCOtgrlStart.indd xi 4/9/19 16:05

Activities in the Connect to Me section

Connect to… activities approach

All the Key Words and their

Flashcards provide a visual reference

preCOtgrlStart.indd xii 4/9/19 16:05 preCOrlSta

Singing Star • Identifying Dialogue bark, birthday, dance, Connect to

My Little Sister • Central Message afraid, fence, hug, Connect to

Pages 75-92 Twins! • Retelling born, identical, same,

What Children Can Do! • Describing the beat, chess, everyone,

Kites • Categorizing buy, cut, fight, market,

Let’s Explore! • Identifying Facts alive, colony, root,

Glossary Pages 171-174

Cutouts Pages 175-184

T4COrlStart.indd 57 2/7/19 12:40

T4COtgrlStart.indd 117 4/9/19 16:10

T4COrlStart.indd 58 2/7/19 12:40 T4COrlStart.indd 59 2/7/19 12:40

2 58-65 Using Pictures • Video Topic 4

3 58-65 Using Pictures • Audio Track 10 • Sheets of paper

4 58-65 Identifying Dialogue • Audio Track 10

5 58-67 Comprehension • Audio Track 10

6 58-65, 74 Connect to Me • Audio Track 10

T4COtgrlStart.indd 118 4/9/19 16:10

Reading Strategy Focus hear (v.) to perceive sounds through

T4COtgrlStart.indd 119 4/9/19 16:10

Lead in to the Lesson (15 min.)

Teach the Key Words (25 min.)

Reading Strategy (10 min.)