1

Ready for S
chool
Topics and Themes

greetings and introductions

classroom objects
colors
numbers

Strategies and Skills

use prior knowledge

classify
understand concepts of print
predict

Pronunciation

Grammar

plural s: /s/ as in books and /z/

as in pencils
intonation for what questions
stress and rhythm
Sound and Spelling Handbook
(optional)

Overview

Reading and Writing

Reading: Guess Again
Content Reader 1: My
Backpack (optional)
Writing: spelling, words,
phrases

simple present: be
questions with what
pronouns: I, it, this
possessive adjectives: my, your
singular and plural nouns
Grammar and Writing
(optional)

Content Connections

Art: poster
Language Arts: fiction
Math: number activities
Music: song, chant
Science: colors
Values: work hard

Key Vocabulary
Classroom Objects
backpack
book
chair
crayon
desk
eraser
marker
paper
pen
pencil
pencil case
table

T1A

Ready for School

Other Nouns
school
student
teacher
Verbs
be
look
work
Colors
blue
green
red

Numbers
one
two
three
four
five
six
Expressions
Im ready.
work hard

seven
eight
nine
ten

Plan Ahead
Teaching Resources
Class Audio CD
Student Book, Unit 1
Sound and Spelling Handbook
Grammar and Writing
CD-ROM
Workbook, Unit 1
Sound and Spelling Practice
Grammar and Writing Practice
Audio CD
Picture Cards
Images
Images and words
Posters
Unit 1 Teaching Poster
Units 13 Grammar Poster
Interactive Whiteboard
Content Reader 1
Student Reader, Unit 1
Teachers Manual, Unit 1: pages 46

Classroom Display
Bulletin Board
Title the bulletin board display Whats
This? Hang pictures of classroom
objects labeled with the sentence Its a
(pen). Cover the sentence and part of
each picture with a piece of paper that
can be lifted up. Students guess what
the picture is, then lift the paper to
check their guesses.
For a different display, post the
numbers 110. Have students draw
or cut out pictures of items from
magazines to show each number. Post
each picture under the number it
shows. Title the display How Many?

Family Connection
Color Inventory
Have students ask a family
member to help them take
inventory of their school
supplies. Students count how many red items,
how many blue items, and how many green
items they have at home, and report back to
the class.

Teachers Resource Book

DVD and Guide
Assessment Package
Placement test: pages 2627
Practice test: page 28
Unit test: page 37
Oral assessment: page 46
Performance assessment: pages vvi
Backpack Second Edition
ExamView Assessment Suite

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T1B

Audioscripts
Student Book
Page 2. Activity 1. Listen and sing.
Unit 1 Song. The text of the audio for the song is found on Student Book page 2.
Page 3. Activity 2. Look. Listen and say. Write.
The text of the audio for this dialogue is found on Student Book page 3.
Page 4. Activity 4. Listen and point. Listen and say.
1. Backpack. Its a backpack.
6. Marker. Its a marker.
2. Book. Its a book.
7. Paper. Its a piece of paper.
3. Chair. Its a chair.
8. Pen. Its a pen.
4. Crayon. Its a crayon.
9. Pencil. Its a pencil.
5. Desk. Its a desk.
10. Table. Its a table.
Page 5. Activity 5. Look at the picture. Point. Ask and answer.
The text of the audio for this dialogue is found on Student Book page 5.
Page 6. Activity 6. Listen and circle.
1.
A: Whats this?
B: Its a pencil.
2.
A: Whats this?
B: Its a marker.
3.
A: Whats this?
B: Its a table.
4.
A: Whats this?
B: Its a book.
5.
A: Whats this?
B: Its a backpack.
6.
A: Whats this?
B: Its a crayon.
Page 7. Activity 7. Look and listen. Say.
The text of the audio for this dialogue is found on Student Book page 7.
Page 7. Activity 8. Listen and match. Draw and color.
The text of the audio for this activity is found on Student Book page 7.
Page 8. Activity 9. Listen. Draw lines.
1.
A: Whats this?
B: Its a chair.
2.
A: Whats this?
B: Its a pencil.
3.
A: Whats this?
B: Its a book.
4.
A: Whats this?
B: Its an eraser.

T1C

Ready for School

Student Book (continued)

Page 8. Activity 10. Listen and chant.
Unit 1 Chant. The text of the audio for the chant is found on Student Book page 8.
Pages 910. Little Book.
The text of the audio for the Little Book is found on Student Book pages 910.

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

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

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T1D

Ready for S
chool

C K A3
RA

1 Listen and sing.

Hello!
Hello. Im Ricky Red.
Look! I have one pen and
Im ready for school.
Hello. Im Gracie Green.
Look! I have two books and
Im ready for school.
Hello. Im Bobby Blue.
Look! I have three erasers and
Im ready for school.
Hello! Do you hear the bell ring?
Its time for school and
were ready to go!

red

School supplies; colors

green

blue

Unit Warm Up
Objectives

Vocabulary

Materials

to sing a song
to use stress, rhythm, and
intonation
to talk about classroom objects
to identify colors

nouns: book, eraser, pen, school

verb: be (is)
adjectives: blue, green, red; one, two,
three
pronoun: I

CD player
Class Audio CD

Creating Interest

Do one or more of the following to build

students curiosity about the unit.
Show me. Have students clear their desks. Then
give everybody one item related to the unit, such
as a pencil or a book. Hold up a pencil and say
Show me a pencil. Gesture for students with pencils
to hold them up. Repeat for the other items. Ask
students what they think this unit will be about.
Classify with color. Show the class through
gestures and modeling that when you touch a

student on the shoulder, the student should stand

up. Touch all the students who have something
red (for example, a red pencil or a red shirt). Lead
the class to understand that these students all have
something red. Say red as you point to each item.
Repeat this activity with green and blue.
Poster. Display the Unit 1 Poster. Invite students
to name everything they can, and to ask for the
names of words they dont know.

C K A3
RA

Listen and sing.

1. Before students open their books to page 2,

review the color names with colored paper,
classroom objects, and numbers mentioned in
the song (red, green, blue, pen, book, eraser,
one, two, three).
2. With books closed, play the song once. Then
direct students attention to the picture on
page 2. Have students use picture clues to
discuss what they think the song might be
about. The text of the song is on Student
Book page 2.
3. Read and point to the title of the song. Have
students all wave and repeat the word Hello!
Play the song a second time. Guide students
to point to the images in the picture as they
listen. For example, they point to Ricky Red as
they listen to the first line. Play the song again
if necessary.
4. When students feel comfortable, invite them
to sing the song. Groups may sing different
verses. You may also do gestures for words in
the song. For example, as students say red, have
them point to Ricky Red. As students say one
pen, have them hold up one pen.

WB

Assign page 1 now. Answers are on

page T125.

Enrichment
Im ready for school. Point out the repeating
line Im ready for school. Help students understand
that being ready for something means you are
prepared to start. Throughout the week, help
students learn and practice this expression. Point
out when students have all the supplies they need
for an activity and then say (Kim) is ready for
(lunch).

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T2

Presentation
Objectives

to make introductions
to count from one to ten
to identify the numbers 110
to use plural s: /s/ as in books and
/z/ as in pencils

Vocabulary

Materials

noun: name
adjectives: my, your; one, two, three,
four, five, six, seven, eight, nine, ten
verb: be (is)

CD player
Class Audio CD
Unit 1 Stickers

Get Ready

Ball toss. Stand in a circle with students. Toss

a small ball to a student and say Hi. My name
. Whats your name? Help the student
is

answer My name is
. Then he or she
tosses the ball back to you. Repeat with different
students.

C K A4
RA

Look. Listen and say. Write.

1. Have students open to page 3. Read the

directions. Students look at the pictures and
listen to the dialogue, and then repeat the
dialogue.
2. Ask students to point to the teacher and the
students in the picture at the top of the page.
Play the audio or read the dialogue twice and

Count and say. Stick.

have students repeat. The text of the audio for

this dialogue is on Student Book page 3.
3. Have pairs of students role-play the teacher
and students shown in the picture, substituting
their own names for the ones in the dialogue.
4. Read the question Whats your name? Help
students write their names on the line.

WB

1. Ask ten students to sit in a row. Have the first

student stand up. Say One and have the whole
class repeat. Have the second student stand
up. Point to each student as you count One,
two and have the class repeat. Continue to the
number ten.
2. Read the directions and make sure students
understand that they will match the number
on each sticker to the corresponding picture
and number word.
3. Ask students to identify the numbers on
the stickers and lay each one on top of the
appropriate picture. Then have them stick the
stickers.
Answers: one (1); two (2); three (3); four (4); five
(5); six (6); seven (7); eight (8); nine (9); ten (10)

4. As students work, walk around the room to

monitor their understanding. Make sure they
can identify each number.

T3

Ready for School

Assign page 3 now. Audioscript is on page

T1D. Answers are on page T125.

Enrichment
Pronunciation: Plural s: /s/ as in books and
/z/ as in pencils. Write the words below on the
board. Say the words with students. Point out or
elicit the s at the end of each word. Play the audio
or say the text. Have students repeat.
A5

/s/

/s/

/s/

books

books

ten books

backpacks

backpacks

four backpacks

desks

desks

two desks

/z/

/z/

/z/

pencils

pencils

nine pencils

markers

markers

six markers

chairs

chairs

two chairs

C K A4
RA

2 Look. Listen and say. Write.

Hi. My name is
Miss Jones. Whats
your name?

My name
is Maria.

Hi. My name
is Carlos.

Whats your name?

My name is

3 Count and say. Stick.

one

two

three

four

five

six

seven

eight

nine

ten
t1
Uni

Greetings; numbers

Language in the Real World

C K A6
RA

4 Listen and point. Listen and say.

1. backpack

2. book

3. chair

4. crayon

5. desk

6. marker

7. paper

8. pen

9. pencil

10. table

School supplies; verb be

Presentation/Practice
Objectives

Vocabulary

Materials

to identify classroom objects

to identify colors
to ask and answer Whats this? and
What color is it?
to use the simple present
to practice intonation for what
questions

nouns: backpack, book, chair, color,

crayon, desk, marker, paper, pen,
pencil, table
verb: be (is)
pronouns: it, this
adjectives: blue, green, red

CD player
Class Audio CD

Get Ready

Touch and say. Display Picture Cards or realia

of the classroom vocabulary presented on the
page. Use kinesthetic activities to review and
present the vocabulary. Say Touch (or Point to) the
chair as you model the action. Have students touch
their own chairs and repeat the word. Continue
with other known items. Then introduce new
vocabulary in the same way. Repeat the commands
with the vocabulary until students respond easily.
Color circle. Place six pieces of paper (two red,
two green, two blue) on the floor in a circle.
C K A6
RA

Listen and point. Listen and say.

1. Point out the picture dictionary at the bottom

of page 4. Play the audio a few times, and have
students point to each item and repeat each
one. The text of the audio for this activity is
on page T1C.

Choose six students to stand around the circle. Say

Go and gesture for students to step from paper to
paper around the circle. Say Stop and gesture for
students to stop. Ask students to name the color
they are standing on. Participate in the first few
rounds of the activity to model stopping, looking
at the color, and naming it. When everyone
understands what to do, form more groups
with more pieces of paper and have all students
participate at the same time.

2. Say the name of each item again. Have

students repeat the name and then point to
examples of it in the big picture.
3. To check comprehension, randomly say the
names of items and have students point to
examples of them in the big picture.

C K A7
RA

Look at the picture. Point. Ask and

answer.

1. Direct students attention to the first dialogue.

Play the audio or read the text, and invite
students to repeat. The text of the audio for
this dialogue is on Student Book page 5.

2. Direct students attention to the second

dialogue. Play the audio or read the text, and
invite students to repeat. The text of the audio
for this dialogue is on Student Book page 5.

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T4

3. Choose two students to model both exchanges

again for the class as they point to the picture
of the backpack.
4. Divide the class into pairs and focus on the
first exchange. Have students ask and answer
about the picture following the model on
page 5. Make sure students point to an item in
the picture when they ask and answer Whats
this? One partner can ask about all the images
and the other can answer, and then switch
roles. Or, students can switch roles after each
picture.
5. Focus on the second exchange. Have partners
ask and answer about the picture, following
the model on page 5. Make sure they point
to an item in the picture when they ask and
answer What color is it?
6. Point out that the two exchanges together
make a conversation. Have partners practice
the conversation, following the model.
Responses will vary, but should follow the
same basic form:
1. Whats this?
What color is it?

Its a backpack.
Its green.

2. Whats this?
What color is it?
3. Whats this?
What color is it?
4. Whats this?
What color is it?
5. Whats this?
What color is it?

Its a book.
Its red.
Its a chair.
Its red.
Its a crayon.
Its red.
Its a desk.
Its blue.

6. Whats this?
What color is it?

Its a marker.
Its green.

7. Whats this?
What color is it?
8. Whats this?
What color is it?
9. Whats this?
What color is it?
10. Whats this?
What color is it?

Its a piece of paper.

Its green.
Its a pen.
Its blue.
Its a pencil.
Its blue.
Its a table.
Its green.

Walk around the room and listen to students as

they work. Note errors to review later.

T5

Ready for School

Enrichment
A8 Pronunciation: Intonation for what
questions. Write the words below on the board.
Play the audio or read the audioscript below,
focusing on the intonation of the questions.

Whats this?

Whats this?

Its a backpack.
What color is it?

What color is it?

Its blue.
Whats this?

Whats this?

Its a chair.
What color is it?

What color is it?

Its green.
Whats this?

Whats this?

Its a crayon.
What color is it?

What color is it?

Its red.

Pronunciation: Contraction s. Point out

the contraction its. On the board, write it is,
pronounce the words, and have students repeat
after you. Then cross out the i in is and replace it
with an apostrophe: its. Model slowly blending
the t and s to say its. Have students repeat and
then practice this pronunciation in the context of
some sentences: Its a pen. Its a book. Its a chair.
Color clues. Display one blue object, one green
object, and one red crayon. Point to these things
while you say the following chant:
I see something red.
I see something red.
Is it a pen?
No. No. No. (shake your head no)
Is it a book?
No. No. No. (shake your head no)
Is it a crayon?
Yes! Yes! Yes! (nod your head yes)
Repeat the chant with the other items. Encourage
students to join in on the no, no, no, and yes, yes, yes
lines. Repeat the activity a few times using different
key vocabulary items, and gradually have students
participate in more of the chant. Finally, have
individual students choose and point to an item and
lead the chant.

C K A7
RA

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

Whats this?

Its a backpack.

What color
is it?

Its green.

Un
Question formation; school supplies;
contractions

it 1

Whats this? Its a chair.

C K A9
RA

6 Listen and circle.

1.

2.

pencil

eraser

3.

marker

backpack

book

paper

crayon

4.

chair

table

5.

6.

backpack

pen

desk

Questions with be; contractions

Language Practice
Objectives

Vocabulary

Materials

to use the simple present

to ask and answer Whats this? and
What color is it?
to identify classroom objects
to identify colors

nouns: backpack, book, chair, color,

crayon, desk, eraser, marker, pen,
pencil, table
verb: be (is)
pronouns: it, this
adjectives: blue, green, red

CD player
Class Audio CD

Get Ready

Stop and go. Have students sit in a circle. Give

one student a classroom object. When you say
Go, the students pass the object around the circle.
When you say Stop, the student who is holding

the object asks Whats this? The other students

all answer Its a (marker). Repeat the activity with
other items. The first time around, stop when you
have the item so you can model the question and
elicit the answer from the class.

C K A9
RA

Listen and circle.

1. Draw the students attention to the grammar

box at the top of page 6. Read aloud the
sentences and have students repeat. Explain
that they will listen to similar exchanges in the
next activity.
2. Read the directions with students. Make sure
students understand that they will circle the
word they hear. Point out that item one has
been done as an example.
3. Play the audio or read the audioscript. Have
students draw a circle around each correct
answer. You may want them to compare their
answers in pairs. The text for the audio of this
activity is on page T1C.
Answers: 1. pencil 2. marker 3. table 4. book
5. backpack 6. crayon

Write ghost numbers. Have students work

in pairs to practice writing the numbers. First,
they take turns using the eraser end of a pencil
to write a number on their partners hand. The
partner guesses the number and they switch. After
a few rounds, have students practice using pencil
and paper.
Point and say. Have students look at Activity 6
again. Call out random items and have students
point to them and repeat. For example, say green
backpack, red chair, or blue book.
Color sort. Copy the chart below onto the board.
Have students look at the objects on page 6 and
classify them by color. Students take turns writing
the name of each object in the correct column.
blue

green

red

yellow

other

Enrichment
Circle the number. Write numbers from 1 to
10 on the board. Say Circle the three, and model
this by drawing a circle around the 3. Repeat
with other numbers, asking volunteers to come to
the board and follow the command. Then invite
students to give the commands. To challenge
students, write the numbers out of order, or write
the number words, and repeat the activity.

Grammar Poster. The Units 13 Grammar

Poster provides additional models for the
verb be and contractions. You might keep the
poster displayed in your classroom for students
reference.

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T6

Get Ready

Listen and guess. Hold up two Picture Cards or

real items. Begin spelling (slowly) one of the two
items. Have students listen to the letters and call
out the word as soon as they think they know the
item.
CK A10
RA

Look and listen. Say.

1. Have students look at the illustrations and

name everything they can, such as school

items and colors. Encourage them to guess the
event (a birthday party).
2. Ask students to point to the appropriate
picture as you play the audio or read the
dialogue. The text of the audio for this
dialogue is on Student Book page 7.

students. Then choose three students to act

it out for the class. Finally, put students in
groups of three and have them act out the
dialogue on their own. Afterward, tell them to
take turns asking and answering the questions,
substituting other classroom items for the
backpack. Walk around the room and listen
to the students as they work. Note errors to
review later.

CK A11
RA

Listen. Draw and color.

1. Read the directions and make sure students

understand that they will listen to the audio
and draw two pictures based on what they
hear.
2. Direct their attention to the empty spaces.
Play the audio for the first box and tell
students to draw the item and color it as the
words describe. Repeat for the second box.
You may want students to compare their
drawings in pairs. The text of the audio for
this activity is on Student Book page 7.
3. Encourage emergent readers to point to the
text under the boxes and read along with the
audio.
WB

Assign page 4 now. Audioscript is on page

T1D. Answers are on page T125.

Enrichment
Draw and say. Draw a classroom object on
the board and ask Whats this? Invite students to
name the object by saying Its a (desk). Respond
by saying Yes or No. The student who answers
correctly draws another object for the rest of the
class to name. After a few times, put students in
pairs and have them continue the activity.

T7

3. Model acting out the dialogue with two

Ready for School

Listen, draw, and color. After students complete

Activity 8, divide the class into pairs. Have
Student A describe an imaginary object using the
activity audio as a model, for example: Its a pencil.
Its blue. Student B draws according to Student As
description. Then they switch.
Sing and count. Review the numbers 110. Play
the audio for the song on Student Book page 2
again, inviting students to sing along. Then ask
pairs to create a new verse using a number from
4 10 and a new item. For example, one pair might
create the following verse:
Hello.
Im Betty Blue.
Look!
I have four markers and Im ready for school.
Best guess. Have ready a predetermined number
of classroom objects for students to look at and
guess how many (for example, a cup of pencils, a
box of erasers, a pile of rulers, etc.). Write their
guesses on the board, and then, in groups, have
students verify their guesses by counting the
objects.

CK A10
RA

7 Look and listen. Say.

Oh! Its a
backpack.

Whats this?

Its blue.

What color
is it?

CK A11
RA

8 Listen. Draw and color.

Its a book.
Its red.

Its a crayon.
Its green.
Questions; verb be; contractions; colors

Un

it 1

CK A12
RA

9 Listen. Draw lines.

1.
book

2.
chair

3.
eraser

4.

pencil

CK A13
RA

10 Listen and chant.

Hey, Jill!
Hey, Jill!
Whats this?
Its a pen, Bill.

Hey, Ken!
Whats this?
Its a chair, Jen.

School supplies; rhythm and intonation

Hey, Matt!
Whats this?
Its a table, Pat.

See
Sound and Spelling
Handbook

p. 110

Application
Objectives

Vocabulary

Materials

to identify classroom objects

to perform a chant
to use stress, rhythm, and
intonation

nouns: book, chair, eraser, pen,

pencil, table
pronouns: it, this
verb: be (is)

CD player
Class Audio CD

Get Ready

Matching parts. On the board in a column, place

Picture Cards of three classroom items. Next to
the items in another column, draw a small part
of each of the items so that your board resembles
CK A12
RA

Listen. Draw lines.

1. Direct students attention to Activity 9.

Read the directions and make sure students
understand that they will listen to the audio
and draw a line from each partial picture to
the word, then to the complete picture based
on what they hear. Say Whats this? as you
point to the detail of the chair in the sample.
Then trace your finger along the line to the

the art in Activity 9. Draw a line from one items

Picture Card to its detail and say Its a (pencil).
Invite volunteers to draw lines for the remaining
two pictures.

word and to the full picture of the chair, and

say Its a chair.
2. Play the audio or read aloud the sentences.
As students work, walk around and make
sure they are drawing lines to the correct
items. The text of the audio for this activity is
on page T1C.
Answers: 1. chair 2. pencil 3. book 4. eraser

CK A13
RA

10

Listen and chant.

1. Direct students attention to the title of the

chant. Point out the exclamation mark and
explain that it means the words are to be read
with strong feeling. Model reading the title.
2. Play the audio or chant as students listen.
Then play it again or chant again and have
students point to each picture as they chant
along. Perform the chant at least twice to
provide students with practice in stress,
rhythm, and intonation. Remind them that
their voices should go down at the end of the
information questions, and that they should
chant exclamations with strong feeling. The
text of the chant is on Student Book page 8.
WB

Assign page 5 now. Answers are on

page T125.

Enrichment
Add verses. Work with the class to create new
verses to the chant, substituting students names
and new objects for the original words. You might
display the following template on the board and
guide students to fill in the blanks.
!
Hey,
Whats this?
Its a
,
.
What is it? Give each student a different object
or picture. Put a set of the same objects or pictures
in a large bag. Show students only part of one
item, keeping the rest of it partially hidden in the
bag. Ask Whats this? The student who has the
same object holds it up and says Its a (marker).
Show the entire object to students. Then repeat,
using a different object.
Sound and Spelling Handbook. For review of
letters ah, see Student Book page 110, Workbook
page 91, and the teachers lesson on page T110.

Un
Ready for School

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T8

Application
Objectives

Vocabulary

Summary

Materials

to listen and read

for enjoyment
to identify
classroom objects
to use the simple
present
to use prior
knowledge
to predict
to understand
concepts of print

nouns: balloon, book,

pencil case, turn
verbs: be (is), guess
pronouns: it, this, you
adjective: your
interjections: wow,
no, yes

Guess Again:
A boy plays a guessing
game at a school
fair. On his first try,
he doesnt guess the
object correctly. But
when he guesses what
the object hidden
beneath a cloth is, he
wins a balloon.

CD player
Class Audio CD

Get Ready
Cover up. Collect a number of school supplies
and spread them out on a desk or table. Allow
students to look at them for one minute. Then

Before Reading
1. Have students take out pages 910. Model
how to make a Little Book by folding the
pages in half. Make sure all the books are
ready before continuing.
2. Let students look through their books. Have
them name as many things as they can. Then
read the title aloud.
3. Ask if anyone knows what the word guess
means. Act out guessing so students understand
the word. Ask who they think is guessing

A14

During Reading

1. Invite students to listen quietly as you play the

audio or read the story to them. Tell them that
they can talk about the story and ask questions
when you read or play it again. As you read,
point to the pictures and use gestures to help
students understand. The text of the Little
Book is on Student Book pages 910.
2. Read the story or play the audio a second time,
tracking the print as you do so. Encourage
students to point to the speech bubbles and
track the conversation in their own books.

T9

Ready for School

cover the school supplies with a cloth and ask

students to name all the items they remember. As
they name them, write the items on the board.

something in the story. Encourage them to

predict what happens in the story.
4. Point to the sign School Fun Fair. Explain that
a Fun Fair has different games for people to
play, such as throwing a ball at a target or
knocking down bowling pins. Explain that
when someone wins a game, they get a prize.
Draw a circle on the board and challenge a
few students to hit the circle with a paper ball.
Say to each winner You win!

If students interrupt frequently with questions

about vocabulary, explain that they dont need
to know every word to get the main idea.
At the same time, encourage them to seek
meaning from context, from accompanying
pictures, and from each other.
3. Reading development: Understand
concepts of print. As you read or listen
to the story a second time, focus on the
concepts of print, such as parts of a book and
directionality. Read aloud the title and ask
Whats this? Help students identify it as the
title. As you track the print during the second
reading, stop periodically and ask students to
point to the next word or speech bubble.

Its your turn.

Whats this?

Copyright by Pearson Education, Inc. All rights reserved.

Whats this?

Is it a book?

by Diane Pinkley

Guess Again

TRACK A14

No.
Guess again.

Is it a
pencil case?

Yes, it is!
You win a balloon!

Wow!
A balloon!

4. Read or listen to the story a third time and

invite students to ask questions and talk about
it. As you read the last page and say Its your
turn, help students understand that now its
their turn to guess what object is hidden
beneath the cloth in the picture. Encourage the
class to say Its a chair!
5. Compare students original predictions with
what actually takes place in the story. Did they
correctly predict which character was guessing
something in the story?

After Reading
Role play. Invite pairs of students to act out the
story in the Little Book. One student can play
the part of the girl, and another student can be
the boy who is guessing. The students can use the
pictures to help them recall the dialogue. Students
can also continue the story by hiding new objects
and guessing about them.
Family connection. Encourage students to take
their Little Books home and share Guess Again
with their families and friends.
To ensure success in reading aloud for those
students who need more support, provide
rehearsal time. Play the audio of the text
(1) sentence by sentence, pausing for students
to repeat each sentence; (2) one page at a time,
pausing for students to repeat each page;
(3) entirely without pausing.
WB

Assign pages 67 now. Answers are on

page T126.

Enrichment
Content Reader 1. Have students read the
selection My Backpack on pages 4 5. Assign
the worksheet for the selection, page 22. See the
Teachers Manual for the step-by-step lesson and
additional ideas.

6. Echo read. To help students develop oral

reading skills, echo read the book with
them. Play the audio or read aloud the first
sentence. Have students repeat after you as
they track the print in the story. Repeat with
each sentence. Guide students to imitate the
stress, rhythm, and intonation patterns of each
sentence.

Word order: Ask questions.

1. Write the word It on one side of an index
card and it on the other side of the same
card. Repeat this for the words Is and is. On a
separate card, write a. On a fourth card, write
the word book. On a fifth card, write a period
on the front and a question mark on the back.
2. Ask five students to come to the front. Give
each student a card. Hold up a book. Say It is
a book and help students holding the cards to
stand in the order of the sentence. Have the
class repeat the sentence.
3. Then ask Is it a book? Help students holding
cards to move and/or flip their cards to show
the new correct sentence order. Make sure
the students holding the it, is, and (.) cards
flip them over to show Is and it and (?). Invite
other students to hold the cards and repeat the
activity with other examples: It is a pen. Is it a
pen?

It

is

book

Is

it

book

Un
Ready for School

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T10

Application
Objectives

to identify colors
to use the simple present
to classify by color
to ask and answer Whats
this? What color is this?

Vocabulary

Materials

nouns: backpack, book, chair,

circle, crayon, desk, eraser,
marker, paper, pen, pencil,
pencil case, table
verb: be (is)
pronouns: it, what
adjectives: blue, green, red

red, green, blue art materials

(paper, ribbons, glitter, etc.)
glue
scissors
crayons or markers
drawing paper
poster paper

Get Ready
Sing the song. Review vocabulary and grammar
through singing the Unit 1 Song on Student Book
page 2. Play the audio (Class CD track A3) and
invite students to sing along.

Project: Make Color Groups

Draw and color. Use red, green, or blue.
Sort.

1. Direct students attention to the page. Relate

2.
3.

4.

5.

T11

the project to the rest of the unit by pointing

out that the class has learned the names of
three colors: red, green, and blue. Now they
are going to make a poster using their own
drawings in those colors.
Read the directions. Make sure students
understand what to do.
Give students art supplies. Have them draw
pictures of their own choosing, color or
decorate them in red, green, or blue, and cut
them out. Put students in pairs and encourage
them to talk about their drawings by asking
one another Whats this? What color is this?
Walk around the room and listen to students
as they work.
Draw pictures of three large crayons. Color
one red, one green, and one blue. Attach these
on a bulletin board as in the picture. Add a
large piece of poster paper under the crayons.
Invite students to present their drawings to the
class by saying Its a (pencil). Its (green). Then
have them stick their drawings to the poster
paper under the appropriate color.

Ready for School

Enrichment
Make color books. Have students make books
by stapling three pieces of paper together. At the
top of each page they should make a red, green, or
blue circle and, if they can, write red, green, or blue
in the appropriate color. Then have them draw
pictures on the rest of the page of things that are
the same color.
Count. Review the numbers 110 by counting
the items in each color group with the students.
Have students make number cards by writing
these numbers on individual cards. Change the
number of drawings in each column by taking
away one or two drawings. Then say a color,
model counting the items in that column, and ask
students with that number card to hold it up and
say (Five)(red)!
Color Bingo. Review the colors. Give each
student a bingo card (a paper divided into a
9-square grid). Have students color each square
red, green, or blue. They should not color a whole
row or column the same color. Use paper clips
as markers. In a bag, place blue, green, and red
color cards. Invite a student to pick a card and
say Its (red). The rest of the class puts a marker
on a square of that color on their card. The first
student to get three markers in a row horizontally
or vertically wins the game.

Ar

What color is this?

ro
jec

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

Sort.

Make Color Groups

Its blue.

Its a triangle.
Its red.

Un
Content connection: art; math

it 1

11

s
e
u
Val

Work Hard
Color.

Listen.

Read.
Write.

Speak.
Copy: I work hard in school.

12

Character education

Application
Objectives

Vocabulary

Materials

to talk about working hard in

school
to become aware of class
participation through listening,
speaking, reading, and writing
to copy sentences
to color

nouns: book, chair, desk, pencil,

school, student, teacher
pronoun: I
verbs: listen, read, speak, work, write
adverb: hard

crayons or
markers

Get Ready
Alphabet words. Write the alphabet in a line on
the board. Put students in small groups. Challenge
them to list words (colors, school supplies, and
so on) that begin with each letter of the alphabet.

Values: Work Hard

Color.

1. As you work through the page, encourage

students to apply the language theyve learned
in this unit. To begin, however, you might
want to have a discussion in your native
language. Ask students what working hard
means. Is it important to work hard? Why?
Where do children work hard? Where do
adults work hard? What are some examples of
working hard in school?
2. Draw students attention to page 12. Ask them
to talk about the pictures using any English
they know. If necessary, provide words they
need in English. Then read the words aloud
and have students repeat after you. Point
to the pictures to clarify meaning or act out
listening, speaking, reading, and writing.
3. Have students color in the pictures. Circulate
and ask individual students questions such as
Whats this? What color is it? and so on.
Copy: I work hard in school.

4. Read aloud the sentence at the bottom of the

Set a time limit and have them list as many as they

can. The group with the longest list wins.

meaning. Read the sentence and have students

repeat it after you. Direct students to copy the
sentence on the line.
5. You may want to extend your students writing
practice in paragraph form. On paper, have
them indent and copy the sentence I work hard
in school as the first sentence of the paragraph.
Then have them write detail sentences: I listen.
I speak. I read. I write. Students can conclude
with Im a good student.
The social-emotional intelligence connection.
Two elements of social-emotional intelligence can
be focused on in relation to working hard. (1) Selfawareness. Encourage students to think about the
kind of student they are. Are they good listeners?
Do they answer the teacher in class or try to avoid
it? Do they do their reading and writing tasks?
(2) Self-management. Encourage students to think
of ways they can control their behaviors in class.
What can they do to work harder and be better
students?
Family connection. Have students ask their
families how they work hard and why it is
important. Students report back to the class.

page: I work hard in school. If necessary, clarify

Un
Ready for School

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T12

Review
Outcomes

Vocabulary

Materials

can identify classroom

objects
can identify numbers 110
can ask and answer
Whats this?

nouns: backpack, book, chair,

crayon, desk, eraser, marker,
pen, pencil, table
adjectives: one, two, three, four,
five, six, seven, eight, nine, ten
verb: be (is)
pronouns: it, this

classroom objects
blindfolds
paper bags
cutouts from page 127
long pieces of white paper
glue, scissors, crayons, or
markers

Performance Assessment
Both activities on page 13 may be used for
performance assessment and review. See
pages vvi of the Assessment Package for more
information on this type of informal assessment.

Know It? Show It!

Touch and guess.

1. Read the speech bubbles at the top of the

page. Explain that the girl is guessing what the
object is without seeing it.
2. Model the game with a student volunteer. In a
bag, place a few school items. Put a blindfold
on the student and invite him or her to pick
an item from the bag. Ask Whats this? The
student should respond by guessing Its a (pen).
Say Yes or No and allow the student to remove
the blindfold when he or she has correctly
guessed the item.
3. Distribute bags and blindfolds to partners
or small groups. Students should follow the
model on the page as they play. Make sure
partners switch roles so that everyone says
both parts of the dialogue.
4. As students play the game, walk around the
room and monitor their language. Note errors
to review after the game is finished.
Make a number line. Use the cutouts on
page 127.

1. Draw students attention to the picture at the

bottom of the page. Explain that the boys
have made a number line to show the numbers
from one to ten in order.
2. Read the directions and make sure students
understand that they will cut out the cards

T13

Ready for School

from page 127, glue them in order on a strip

of paper, and label each group of stars with a
number. Give each pair or small group a long
strip of paper and a crayon or marker. Have
students write numbers from 110 in order
on the paper, then cut out the groups of stars,
count each group aloud, and glue it under the
correct number.
3. Invite students to share their number lines
with the class and display their work around
the classroom.
WB

Assign pages 89 now. Audioscript is

on page T1D. Answers are on page T126.

I can do it! Once students have demonstrated

success through the activities on this page, discuss
with them how much theyve learned and what
they can do now that theyre finishing the unit.
(See Assessment Package pages viiviii.) Invite
students to mark their growth by checking the
I can do it! star.

Completion Certificate
Students have now completed Unit 1. After
formal assessment (see Assessment Package
pages listed on page T1B), have students use
the Completion Certificate sticker in the back
of the Student Book to celebrate the successful
completion of the unit.

Know It? Show It!

Re
vie
w

Touch and guess.

Whats this?

Its a marker.

Yes.

Its a
crayon.
No.

ca

t!

Unit 1

n do i

Make a number line.

Use the cutouts on
page 127.

Un
Performance assessment
See Assessment Package pp. 2325, 28, 37, 4647.

it 1

13