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Tom Helm | Nancy Hollman | Carrie Wilcox | Lindsay Irvine

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with Reading Skills

Authors
T. Bradford Helm, Nancy Hollman, Carrie Wilcox, Lindsay Irvine, RedBricks Contents Group

Reviewers
Ph. D Andrew Edward Finch, Benjamin Schultz

Leveling

CONTENTS
Unit

New Family
What Ben Can Do
Fiction: Realistic Fiction / Social Studies Reading Skill Main Idea and Supporting Details

My New Best Friend

Fiction: Realistic Fiction / Social Studies Reading Skill Places and Events

12

Unit

Bath
Get Chubby to the Tub
Fiction: Realistic Fiction / Social Studies Reading Skill Sequence of Events

18

How to Take a Bath

Nonfiction: Informational Story / Social Studies Reading Skill Organizing Details

24

Unit

My Race
The Odd Race
Nonfiction: Fairy Tale / Physical Education Reading Skill Compare and Contrast

30

My First Race
Fiction: Realistic Fiction / Physical Education Reading Skill Understanding Feelings

36

Unit

Kitten Stories
The Story of Miss Moppet
Fiction: Fairy Tale / Social Studies Reading Skill Visual Imagination

42

Why Dogs Chase Cats

Fiction: Fairy Tale / Social Studies Reading Skill Contrasting Characters

48

Unit

Rain, Rain, Rain

Wet Walk
Fiction: Realistic Fiction / Science Reading Skill Cause and Feelings

54

Questions about Weather

Nonfiction: Informational Story / Science Reading Skill Giving Titles

60

Unit

Enjoy Cartoons!
Calvin and Hobbes
Fiction: Cartoon / Social Studies Reading Skill Inferring Personality

66

Famous Cartoon Character: Garfield

Nonfiction: Informational Story / Social Studies Reading Skill Making a Prediction Based on Characters

72

INTRODUCTION
OVERVIEW
Bricks Reading with Reading Skills is a three-leveled reading program that enables learners to practice in-depth reading. It is designed for pre-intermediate to intermediate junior learners. Its content and formats are well planned to enable learners to build their reading comprehension, critical reading, and writing skills. Bricks Reading with Reading Skills has interesting and informative reading content. It is written by native English speaker teachers who teach in primary schools in the U.S.A, Canada, and the U.K. The theme selections are based on a cross-curricular approach, which exposes learners to various subject areas. Two stories in each unit share a theme. Each story selection builds on content vocabulary and skills introduced in the selection. Reading two different stories with a shared theme helps learners explore the theme area in a creative and interesting way. The theme-based stories have various formats and genres: fiction, nonfiction, letters, news articles, journal entries, plus more. The formats are designed to optimize understanding of the reading contents. An important aspect of Bricks Reading with Reading Skills is that it is designed to promote strategic comprehension. Learners build reading strategies through post-reading activities using graphic organizers. These activities also help learners build strong reading habits: to read the content with a critical eye, to read between lines, to appreciate reading content, and to read content with an academic purpose. The post-reading tasks with graphic organizers allow learners to link reading skills with thinking and writing skills; learners have to write down answers to complete each task while they plan answers in a creative way. Bricks Reading with Reading Skills is an optimal guide for reading practice; learners with confidence in reading can show high performance on tests. Bricks Reading with Reading Skills invites learners to take successful steps into the reading world. With Bricks Reading with Reading Skills, learners will become global leaders who have superior language skills and thinking power.

TO TEACHERS
The two stories in each unit are connected to each other based on a common theme. You can invite learners to read the two reading selections while considering the theme. In addition, you can point out the typical formats of each genre. You can point out the vocabulary words in bold face and then illustrate, or invite learns to guess, the meanings. Also, you can present a reading

strategy by referring to the Reading Skill Up section on the following page of each story selection. The reading strategies illustrated in the Reading Skill Up sections help learners understand the story fluently by using comprehension cues. The stories in Bricks Reading with Reading Skills were reviewed by ATOSTM. You can find out additional reading materials such as chapter books at http://www.renlearn.com/store/quiz_ home.asp. Refer to the reading ability ranges of each volume: Title Bricks Reading with Reading Skills 1 Bricks Reading with Reading Skills 2 Bricks Reading with Reading Skills 3 Reading Ability 1~1.5 1.6~2.0 2.1~2.5 Word Count 250 300 350

Bricks Reading with Reading Skills offers various activities enabling learners to improve language skills, such as vocabulary, reading comprehension, reading strategy, and speaking and writing skills. Vocabulary Build Up provides learners opportunities to practice vocabulary at pre-reading and post-reading stages. The first activity, a matching activity, invites learners to match words from the selections to the correct definitions. The second activity, a filling in the blanks activity, invites learners to review the learned words in a different context. These tools check word comprehension. Comprehension Check Up offers three types of objective questions enabling learners to check their reading comprehension: true and false, multiple choice, and simple writing questions. The variety of post-reading questions helps learners feel confident and improve their comprehension skills. Reading Skill Up helps learners comprehend the selections in a creative way based on a reading strategy. The strategic comprehension activities introduce a new reading strategy, help learners use their previous reading skills, and help learners build strong reading habits. Story Summary Up is a filling out the gaps activity. Summarizing is an important habit that helps readers progress through reading. This activity allows learners to summarize the reading by filling out information gaps using words and sentence patterns from the story. Think and Act Out is an activity that can be completed during, or after, the reading. There are two questions related to the reading content that can be used for extended speaking and writing lessons. These questions offer in-depth studies on reading and opportunities to connect the reading content to prior knowledge. A Read Along Audio CD is included so that learners can listen to the speech of native speakers. Learners can listen to the stories exclusively or dictate the recording inclusively with dictation worksheets. The dictation worksheets are available from the Teachers Guide Book or at http://www.redbricks.co.kr.

Unit 1. New Family

What Ben Can Do

1

My brother Ben is a ten-month-old boy. He cant walk. He cant talk. But he can do many things. Do you know what Ben can do?

Ben can go walking with us. He can ride in a stroller. He watches many things with his eyes open. He takes a nap with his eyes closed.
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Ben can express his feelings. He cries when he is hungry or unhappy. He laughs when he is full or happy. He frowns when he goes number two.
15

Ben can fly in the air. He plays with Dad. Dad lifts him up. Ben controls Dad. Dad is a plane. Ben is a pilot.

20

Ben can make a mural. He draws pictures on the walls. He uses crayons and lipstick. Nobody knows what the pictures mean. He is an artist.

25

Ben can make a song. He plays the piano. He makes songs. He does not look at the notes. He is a pianist and a

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composer. Ben can keep my secrets. He just listens to them. He never tells them to anyone. When I broke the window, Ben did not tell Mom. He is an honest

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baby. And he can be my best friend. Ben is only ten months old. But he can do many things.

A. Match the words to the correct definitions.

1. nap 2. express 3. feeling 4. frown 5. lift up 6. mural

a fact that is not told to anyone else to say or show what a person thinks a picture painted on a wall someone who makes music an emotion such as love and anger a short sleep not lying or cheating in ones friendships to bring upward; raise to winkle the face to show unhappiness

7. composer 8. secret 9. honest

B. Choose the best words to fill in the blanks.

1. He is a _____________. He wrote great songs. pilot policeman nap composer

2. Our class is making a _____________ on the wall. It will be a great picture. pet song mural friend

3. Shh... Dont say it to anyone. Please keep my _____________. food friend secret stroller

4. Are you okay? I want to know your _____________. feeling saying sleeping listening

5. He never tells a lie. He is an _____________ man. honest

8

ugly

angry

old

Unit 1. New Family

A. Check True or False.

1. Ben plays with Dad. 2. Ben frowns when he is happy.

B. Choose the best answers.

T T

F F

1. Who is telling the story? Bens brother Bens mother Bens father Ben

2. What is the story mainly about? classmates brothers baby Ben school

3. What can Ben not do? make a song talk keep secrets draw pictures

4. What is true about the story? Ben can fly a plane. Ben is a baby.
C. Write the best answers.

Ben has no friend. Ben can run.

1. How old is Ben? ________________________________________________________________ 2. What does Ben use when he makes a mural? ________________________________________________________________

Main Idea and Supporting Details

A story is about a main idea. Supporting details tell many things about the main idea. Choose and write what Ben can do.

Main Idea Ben cando do many many things. Ben can things.

lift Dad up walk make a song take notes

express his feelings talk look at the notes break a window

make a mural fly in the air keep my secrets control a pilot

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Unit 1. New Family

Complete the summary by filling in the blanks. brother can do ten many months

My ______________ Ben is only ______________ ______________ old, but he ______________ ______________ ______________ things.

Write or say your own opinions.

What is number two in the story? Ben cant walk. But he can go walking with his family. How does this make sense?

11

I get up. I go to the kitchen. Only Grandma is there. Where are Mom and Dad? Grandma smiles and answers, Oh, my girl. Do you know you will have a new best friend soon? No. I have no idea.

I already have many friends: Karen, Boe, Noa, and my classmates. I dont need more friends. I just miss my mom and dad! I have breakfast and I go to school. After school, I find my grandma at school. She is waiting for me in the

10

car. My mom is supposed to be here. Whats going on?

12

Unit 1. New Family

Cynthia, lets go to the hospital, says Grandma. No, I dont want to go to hospital! I am perfectly okay, I cry out. Grandma says, Calm down, baby. You will see your new best friend.
15

She starts driving. When I get to the hospital, I see my dad! My dad and grandma go to a room. I follow them. There is a bed in the

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room. My mom is in the bed. Are you okay? You look exhausted, I say. My mom says, I am fantastic, dear. I look around the room. My best friend Karen is not there. Karen is at her home!

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I find something cute and small with my mom. What is it? Its so cute and small, I ask my mom. My mom says,

30

Its your new best friend. Cynthia, she is your baby sister. Is she my baby sister? I like her! I say. I will love my best friend forever. Hey, little girl, I am your sister. Nice to meet you.

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And I kiss my baby sister.

13

A. Match the words to the correct definitions.

1. get up

to stay to see something or someone for all time; always to want to want to see to come or go after very pretty to wake up; get out of bed students who are in the same class

2. classmates 3. need 4. miss 5. wait for 6. follow 7. cute 8. forever

B. Choose the best words to fill in the blanks.

1. I dont _____________ more food. I am full. miss need drink hate

2. Nancy will _____________ you here. She wants to see you. come from ask for wait for go to

3. Linda is a good mother. She will love her son now and _____________. never forever only really

4. I want to see my mom and dad. I _____________ my parents. like get miss ask

5. The dog _____________ me to the house. missed needed looked followed

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Unit 1. New Family

A. Check True or False.

1. Cynthia does not have Mom and Dad. 2. Cynthias grandmother can drive a car.
B. Choose the best answers.

T T

F F

1. What is not true about the story? Grandma knows whats happening. The girl is a student. Mom is sick. Dad goes with mom. 2. Who usually picks Cynthia up? Grandma Mom Dad baby sister

3. How does the baby look? Choose two answers. small tall cute beautiful

4. How does Cynthia think at the end of the story? I will love my sister for all time. I like to have more classmates.
C. Write the best answers.

I will love my mom more. My best friend is Boe.

1. What are the names of Cynthias friends? ________________________________________________________________ 2. Where are the mom and baby? ________________________________________________________________

15

Places and Events

Events happen in specific places. You can understand the event of the story by the places. Where the events happen in the story? Choose and fill out the chart.
Places Events

home

car

hospital

Cynthia gets up. Cynthia cannot find mom and dad. Grandmother is waiting for Cynthia.

Cynthia kisses her baby sister. Cynthia sees her mom and a cute baby. They go off to the hospital.

16

Unit 1. New Family

Complete the summary by filling in the blanks. baby forever grandma hospital new sister

One day, Cynthia can not see her mom and dad. Her ____________ just tells her she will have a ____________ best friend. After school, Cynthia goes to a ____________ to see her mom and dad. There is a ____________ with them. The baby is her new best friend. Cynthia says she will love her ____________ ____________.

Write or say your own opinions.

Who was the new best friend? How does Cynthias feeling change?

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Bricks Reading with Reading Skills is a three-leveled reading course that enables learners to build their critical reading and comprehension skills. It is designed for pre-intermediate to intermediate learners who want to be successful readers. Bricks Reading with Reading Skills is written by native English speaker teachers who teach in primary schools in the U.S.A, Canada, and the U.K. The themes vary from familiar subject matters to culturally unique ones. In addition, the themes are based on crosscurricular approaches to expose learners to various subject areas: science, history, math, art, and more. Bricks Reading with Reading Skills offers interesting and informative theme-based units with various formats and genres: fiction, nonfiction, letters, news articles, journals, plus more. The formats are designed to optimize understanding of the reading contents.

FEATURES
Written by native English speaker teachers who have worked for primary schools Theme-based subject matters and topics Various formats for subject related reading contents Systematic vocabulary and reading strategy builders Enough practice to check comprehension Speaking and writing activities to extend reading skills Reliable levels by

COMPONENTS
Student Book Audio CD MP3 files Teachers Guide with answer keys Dictation and vocabulary worksheets

Download Resources : www.redbricks.co.kr

ISBN 89-5602-655-6