Treasures, Not Trash!

by Kim Tanaka ELL Reader 1.4.2 Fiction

INTRODUCE THE BOOK RESPOND

Activate Prior Knowledge/Build Answers to the Reader’s Inside Back Cover:
Background Read the title, and ask children
about treasures they own. Ask: Where did you Talk About It
get your treasures? What makes them special 1. Her daughter made it when she was little.
to you? Tell children this book is about treasures (Main Idea)
made by family members. 2. Her grandchildren made it for her. (Draw
Conclusions)
Preview/Use Text Features Preview the
reader by talking about the illustrations together Write About It
and naming the labeled items.
3. Children should draw a picture of something
Preteach Vocabulary Review the tested they could easily make. Possible response: I can
vocabulary words that appear in this book: make a pretty box. I can give it to my mother.
colors and great. Introduce these key words Support writers at various English proficiency
from the book: treasures (p. 1) and artwork levels.
(p. 8). Discuss these words and add them to a Beginning Provide this sentence frame: I can
Word Wall. make this for . Have children dictate the
ending.
Intermediate Provide this sentence frame: I
READ THE BOOK can make this for . Have children write
Choose among these options for reading to out the sentence and complete it.
support children at all English proficiency levels. Advanced Provide the same sentence frame,
but have children also tell why the person is
Read Aloud Read the book aloud as children special.
follow along. Pause to verify comprehension and
to explain unfamiliar concepts. Extend Language The short word for
grandmother is Grandma. Ask children what a
Monitored Reading Have children silently short word for grandfather is (Grandpa).
read a few pages at a time. Use the following
questions to support comprehension: Answers to page 40:
• Pages 2–3 What are Justin and Pam Children should draw something, such as the
doing? (They are helping Grandma.) little man, that conveys the idea of special
• Pages 4–5 Who made the little man that things made by loved ones. Possible response:
Jake is holding? (Mom made the little man.) Grandma likes the little man. It is a treasure
• Pages 6–8 What are Jake and Pam for her.
doing? (They are making something special
for Grandma.) Family Link Read aloud the Family Link activity
on page 40 before sending copies of the Study
Reread Have children reread the book with a Guide home with children. Later, have them tell
partner, in small groups, or independently. Have about a family treasure.
them complete the Study Guide on page 40.
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ELL Readers Teaching Guide Unit 4, Week 2 Treasures, Not Trash! 39

 Study Guide
Name Treasures, Not Trash!

• Read Treasures, Not Trash! again.

• Draw a picture that shows what the story is about.
• Write about your picture.

Family Link

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Ask family members about a treasure they have at
home. What is it like? Where did it come from?

40 Treasures, Not Trash! Unit 4, Week 2 ELL Readers Teaching Guide

 We Can Help!
by G. P. Drummond ELL Reader 1.1.3 Animal Fantasy

INTRODUCE THE BOOK RESPOND

Activate Prior Knowledge/Build Answers to the Reader’s Inside Back Cover:
Background Read the title, and ask children
to look at and name the farm animals shown on Talk About It
the cover. (Children may be able to see a horse, 1. He grew the crops on his farm. (Setting)
cow, goat, duck, cat, and dog.) Ask: What farm 2. They used their nose, horns, legs, and voice.
animals have you seen? What were they doing? They brought his crops to market. (Character)
Tell children this book tells how farm animals help
a farmer. Write About It
3. Help children imagine how they could help
Preview/Use Text Features Preview the
Farmer Ed. Their pictures may show them picking
reader by talking about the illustrations together
and naming the labeled items. fruits or vegetables, carrying baskets, or putting
baskets into a truck or wagon. Their writing
Preteach Vocabulary Review the high- should describe what is shown in their picture.
frequency words that appear in this book: get, Possible response: I can pick apples. I can put
help, and use. Introduce these key words from them in a basket.
the book: crops (p. 2) and market (p. 2). Support writers at various English
Discuss these words and add them to a Word proficiency levels.
Wall. Beginning Let children dictate how they
would help Farmer Ed. Have someone else
READ THE BOOK record their words.
Intermediate Have children say their
Choose among these options for reading to answer to a partner before writing.
support children at all English proficiency levels. Advanced Have children write two or three
sentences telling how they would help.
Read Aloud Read the book aloud as children
follow along. Pause to verify comprehension and Extend Language Help children say the
to explain unfamiliar concepts. sentences on pp. 6–7 using -ed: I used my nose, I
used my horns, etc.
Monitored Reading Have children read
aloud a few pages at a time. Use the following Answers to page 6:
questions to support comprehension: Children should draw an animal and the farm.
• Page 2 Why is Farmer Ed sad? (He must
get his crops to market.) Family Link Read aloud the Family Link activity
• Pages 3–7 What did the animals decide on page 6 before sending copies of the Study
to do? (They decided to help Farmer Ed.) Guide home with children. Later, have children
• Page 8 How did they feel about helping? share songs about farms.
(They had fun.)

Reread Have children reread the book with a

partner, in small groups, or independently. Have
them complete the Study Guide on page 6.
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ELL Readers Teaching Guide Unit 1, Week 3 We Can Help! 5

 Study Guide
Name We Can Help!

• Read We Can Help! again.

• Draw an animal from the story.
• Draw where the animal lives.

Family Link
Ask family members if they know any songs about

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farms or farm animals.

6 We Can Help! Unit 1, Week 3 ELL Readers Teaching Guide

 What Does a Good Neighbor Do?
by Kelly Russell ELL Reader 1.4.6 Nonfiction

INTRODUCE THE BOOK RESPOND

Activate Prior Knowledge/Build Answers to the Reader’s Inside Back Cover:
Background Read the title, and ask children
how neighbors help each other. Ask: Do you Talk About It
have neighbors? Are any of your neighbors 1. Possible response: Good neighbors say hello,
children? Tell children this book tells about good smile, help each other, and share. (Main Idea)
neighbors. 2. Possible response: It’s nice to say hello, and
helping makes a job easier. (Cause and Effect)
Preview/Use Text Features Preview the
reader by talking about the photographs together Write About It
and naming the labeled items.
3. Children may choose to draw something
Preteach Vocabulary Review the high- from the story or something else to show how
frequency words that appear in this book: neighbors can be good to each other. Possible
because and across. Introduce these key response: Good neighbors help each other clean
words from the book: hello (p. 3), nice (p. 3), up the snow.
job (p. 5), and share (p. 6). Discuss these Support writers at various English proficiency
words and add them to a Word Wall. levels.
Beginning Let children dictate their sentences
as someone else records their words. Have
READ THE BOOK them practice reading aloud and writing
Choose among these options for reading to the words.
support children at all English proficiency levels. Intermediate Have children look through
the book to find words they can use in their
Read Aloud Read the book aloud as children sentences.
follow along. Pause to verify comprehension and Advanced Have children write at least two
to explain unfamiliar concepts. sentences about their picture.
Monitored Reading Have children read Extend Language A neighborhood is a place
aloud a few pages at a time. Use the following where people live close to each other.
questions to support comprehension:
• Page 2 Who is a neighbor? (A neighbor is Answers to page 48:
someone who lives near you.) Children may draw themselves helping a
• Pages 3–8 What are these neighbors neighbor or saying hello. Possible response: I say
doing? (They are saying hello and smiling. hello to my neighbor.
They are helping move a table and sharing
food. They are welcoming a new neighbor.) Family Link Read aloud the Family Link activity
on page 48 before sending copies of the Study
Reread Have children reread the book with a Guide home with children. Later, have them
partner, in small groups, or independently. Have share stories of good neighbors their families
them complete the Study Guide on page 48. have had.
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ELL Readers Teaching Guide Unit 4, Week 6 What Does a Good Neighbor Do? 47
 Study Guide
Name What Does a
Good Neighbor Do?
• Read What Does a Good Neighbor Do? again.
• Draw yourself being a good neighbor.
• Write about your picture.

Family Link

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Ask family members to share stories about good
neighbors they have had.
48 What Does a Good Neighbor Do? Unit 4, Week 6 ELL Readers Teaching Guide
 Who Lives Here?
by Antonio Messino ELL Reader 1.1.5 Nonfiction

INTRODUCE THE BOOK RESPOND

Activate Prior Knowledge/Build
Answers to the Reader’s Inside Back Cover:
Background Read the title, and discuss some
common animal homes. Ask: What animal Talk About It
homes have you seen? Where did you see them?
1. Possible responses: Both are homes for
Tell children this book is about animal homes.
insects. Both hold many insects. (Compare and
Preview/Use Text Features Preview the Contrast)
reader by talking about the illustrations together 2. The beehive is in a tree. The anthill is in the
and naming the labeled items. grass. (Compare and Contrast)
Preteach Vocabulary Review the high- Write About It
frequency words that appear in this book: saw, 3. Children may draw and tell about a home
small, tree, and your. Introduce these key from the book or another one. Possible response:
words from the book: lives (p.1) and homes Birds make nests. They lay eggs there. The eggs
(p. 2). Discuss these words and add them to a hatch. Baby birds live in the nest.
Word Wall.
Support writers at various English proficiency
levels.
READ THE BOOK Beginning Display a sentence frame such as
A ___ lives in this animal home.
Choose among these options for reading to Intermediate Invite children to use this
support children at all English proficiency levels. model in telling about their picture: A beaver
lives in a lodge.
Read Aloud Read the book aloud as children Advanced Have children tell a partner about
follow along. Pause to verify comprehension and
the animal homes in their pictures.
to explain unfamiliar concepts.
Extend Language Suggested answers
Monitored Reading Have children read
include: home, school, playground, library.
silently a few pages at a time. Use the following
questions to support comprehension: Answers to page 10:
• Page 2 Where is the girl? (in her Children might draw a make-believe bird that
neighborhood) wears clothes, talks, or lives in a house. They
• Pages 3–8 What animals are pictured? should show it speaking. Possible response: I am
(beavers, bees, bird, ducks, ants, dog) a bird. I live in a house. I do not live in a nest.
Reread Have children reread the book with a Family Link Read aloud the Family Link
partner, in small groups, or independently. Have activity on page 10 before sending copies of
them complete the Study Guide on page 10. the Study Guide home with children. Later, have
children talk about people and places in their
neighborhood.
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ELL Readers Teaching Guide Unit 1, Week 5 Who Lives Here? 9

 Study Guide
Name Who Lives Here?

• Read Who Lives Here? again. The bird on page 5

is a realistic bird. It looks like a bird in real life.
• Draw a make-believe bird. Write what it might
say.

Family Link
Ask family members to tell about people and places
in your neighborhood.

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10 Who Lives Here? Unit 1, Week 5 ELL Readers Teaching Guide
 The Wonder of Wheels
by Mae Lin Chin ELL Reader 1.5.4 Nonfiction

INTRODUCE THE BOOK RESPOND

Activate Prior Knowledge/Build Answers to the Reader’s Inside Back Cover:
Background Read the title, and have children
point to the wheels on the bus. Ask: What do you Talk About It
play with that has wheels? What are some other 1. Possible answers: People can move heavy
things that have wheels? Tell children this book is things with cars, trucks, dollies, wheelbarrows,
about the ways that wheels help people. trailers, bulldozers, tractors, or pulleys. People
also put wheels under heavy furniture.
Preview/Use Text Features Preview the
reader by talking about the illustrations together 2. Possible answers: Rolling backpacks,
and naming the labeled items. suitcases, and baby strollers have wheels and
can help us move things.
Preteach Vocabulary Review the high-
frequency words that appear in this book: Write About It
heavy and goes. Introduce these key words 3. Children may draw something mentioned in
from the book: wheels (p.1), carry (p. 2), the Talk About It discussion. Brainstorm things with
move (p. 3), and far (p. 6). Discuss these wheels that help people move around, such as
words and add them to a Word Wall. wheelchairs, bicycles, motor vehicles, and office
chairs. Possible answer: People who can’t walk sit
in a wheelchair. It helps them to move from place
READ THE BOOK to place.
Choose among these options for reading to Support writers at various English proficiency levels.
support children at all English proficiency levels. Beginning Provide these sentence frames:
This is a . People use it to . Have
Read Aloud Read the book aloud as children children dictate an ending for each sentence.
follow along. Pause to verify comprehension and Write what they say about their drawing and
to explain unfamiliar concepts. then read it to them. Encourage children to
Monitored Reading Have children read repeat after you.
aloud a few pages at a time. Then use questions Intermediate Have children tell a partner
such as the following to support comprehension: about their wheeled item. Then have them use
• Pages 2–3 Why do these people need a the same sentence frames in their writing.
wagon? (They need a wagon to carry heavy Advanced Have children draw two things
wood and tools.) with wheels and tell how people use them.
• Pages 4–5 How does a shopping cart help
Extend Language The words walk, what¸
these people? (The people can carry food
wonder, want, and wood all start with the same
around the store.) sound. Brainstorm names that start with w, such
• Pages 6–7 How do these children get to as Wilma, Walter, Wanda, William, Wilbur.
school? (They ride on a school bus.)
• Page 8 What else can wheels do? Answers to page 56:
(Possible answers: A steering wheel turns a Possible drawings:
car left or right. The wheels on a lawnmower 1 wheel: unicycle, wheelbarrow, Ferris Wheel
move it over the grass. At a carnival people 2 wheels: bicycle, motorcycle
go around and around on a Ferris Wheel or 3 wheels: tricycle, jogging stroller
merry-go-round.) 4 wheels: car, skateboard, wagon, shopping cart
Reread Have children reread the book with a Family Link Read aloud the Family Link activity
© Scott Foresman 1

partner, in small groups, or independently. Have on page 56 before sending copies of the Study
them complete the Study Guide on page 56. Guide home with children. Later, have them
share what things with wheels their families found
at home.

ELL Readers Teaching Guide Unit 5, Week 4 The Wonder of Wheels 55

 Study Guide
Name The Wonder
of Wheels
• Read The Wonder of Wheels again.
• What has one wheel? Two wheels? Three wheels?
Four wheels? Draw one of each.

1 wheel 2 wheels

3 wheels 4 wheels

Family Link

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Have family members look around the house for things with
wheels. Write or draw at least four things you found.
56 The Wonder of Wheels Unit 5, Week 4 ELL Readers Teaching Guide