Atlantic Reader

Book 3

WorkBook
 MINISTRY
HE
ERTY OF T

OF EDUCAT
P

ION
O

PR
©
NOT FOR SALE
© Copyright 2015
 Atlantic Reader

Atlantic Reader
Book 3 Workbook

Produced by the
Ministry of Education
21 Brickdam • Georgetown • Guyana.
Website: www.education.gov.gy

© ALL RIGHTS RESERVED

No part of this book may be represented without the permission of the Ministry of Education – Guyana.
 Atlantic Reader

This series of books called the Atlantic Readers was supervised and guided by
Assistant Chief Education Officer (Primary) Mr. Marcel Hutson.

Contributing Authors
BARBARA RICHARDS
Literacy Specialist at NCERD, attached to Region Number 4 – East Bank and East Coast

NICOLE JARDINE-AGARD
Headteacher of Winfer Gardens Primary School and member of Georgetown Literacy Committee

DEBORAH HUTSON
Lecturer in Literacy Studies at the University of Guyana,
and Senior Mistress - Sophia Primary School

MINISTRY
HE
ERTY OF T

OF EDUCAT
P

ION
O

PR
©
NOT FOR SALE
© Copyright 2015
 Note to the Teachers
Fellow teachers it was a joy writing this book.
We wish that you use it in such a way that every child benefits from the joy it brings.
The activities included are highly interactive and will definitely promote learning.
However, it is the content of the text that matters and not the length.
This workbook was designed using the Grade Three Scope and Sequence and the
Literacy Standard as a guide.
The team which comprised of the Regional Literacy Co-coordinator, Region 4,
the Headteacher, Winfer Gardens Primary School and Lecturer in Literacy Studies
at the University of Guyana, worked tirelessly to make this book a reality.

Interpreting the design

Fun with the Tongue

These activities focus on the modeling and teaching of specific practice sounds.
Children also get an opportunity to practice these sounds which they will later
encounter in the reader.
This element ‘Fun with the Tongue’ is required to be done with the children before
reading the actual text.

Core Words
This element focuses on the teaching of unfamiliar words included in the text. Chil-
dren get to specific activities with the words before the reading of the actual text.
(Teachers are encouraged to establish a Word Wall/ Tree, etc)

Practice Sentence
Children practice reading and working with sentences from the story. Practice Sen-
tence helps children to read fluently. These sentences can be found in the text.
Children should practice reading the sentence before going into text.

Story Wrap Up
Story Wrap up is designed to give children an opportunity to respond to the reading.
The children’s level of comprehension is established from this activity. This element
is done with the children after the actual reading of text.

Co-operative Activity
In the Co-operative Activity element children get to work together on an activity or
project related to the story. Children love games and as a result they are given the
scope to play games which automatically give them a chance to acquire Literacy
Skills. Games can be both indoor and outdoor. Activities in this section are to be
done after the reading of the text.
 Family Involvement
These are take home activities or tasks that require the involvement of family
members.

One Minute Handwriting Skill

Under this section children practice the correct formation of specific letters.
Legible writing is important. Continuation of the penmanship is encouraged to
give children scope to overcome their writing deficiencies at this level.

Creative Writing
Reading and writing cannot be divorced. Therefore various writing skills will be
the focus of this activity. Children get involved in guided or independent writing
on a topic related to the text.
This element is required to be done after the reading of the actual text.

Looking Back
Requires children to reflect on and discuss the text/unit.

A Bonus
Children participate in a specific integration activity. These are activities that
would encourage the integration of other subject areas.

Coming Attraction
This element creates interest in the next unit.
It highlights what should be expected in the following unit and what preparations
should be made to accept same.
 THE ALPHABET (26 Letters)
Aa Bb Cc Dd Ee Ff Gg
Hh Ii Jj Kk Ll Mm Nn
Oo Pp Qq Rr Ss Tt Uu
Vv Ww Xx Yy Zz

THE CONSONANTS (21 Letters)

Bb Cc Dd Ff Gg Hh
Jj Kk Ll Mm Nn Pp
Qq Rr Ss Tt Vv Ww
Xx Yy Zz

THE VOWELS (5 Letters)

Vowels have long and short sounds
Aa Ee Ii Oo Uu
and sometimes Yy and W
The Long Sound says the name of the letter.
The Short Sound says the sound of the letter.
 Letters featured for
Handwriting sessions:

iI lL mM nN
wW hH tT vV
iI lL mM nN
wW xX tT vV
We hope that after a child has completed this book
and also completed all exercise, he/she would become
an independent reader.
 Table of Contents

UNIT 1: My New School .................................................. 1

UNIT 2: Breakfast Picnic .................................................. 8

UNIT 3: My New Community ......................................... 16

UNIT 4: Leisure Time with our Friends ....................... 26

UNIT 5: Diwali ..................................................................... 36

UNIT 6: Is it Christmas Yet? ............................................ 46

UNIT 7: Showing Love and Care for the Elderly ..... 55

UNIT 8: ANIMALS: Big is Big ........................................... 65

UNIT 9: A Rainy Day ......................................................... 76

UNIT 10: Cricket in the Backyard ................................... 86

UNIT 11: The Masquerade Dancers .............................. 94

UNIT 12: A Colourful Festival -Phagwah ..................... 105

UNIT 13: The Festival of Eid-ul-Fitr ................................ 114

UNIT 14: A Contest of the Kites ...................................... 121

UNIT 15: Landmark: Providence Stadium .................. 133

 Table of Contents

UNIT 16: Arya’s Surprise Party ........................ 140

UNIT 17: A Visit to the Dentist ....................... 150

UNIT 18: Youth Week ......................................... 157

UNIT 19: The Wedding ...................................... 166

UNIT 20: At the School Concert .................... 172

Curriculum Standards & Benchmarks ............ 179 - 199

Bonus Reading Materials .................................... 200 - 203

 FOREWORD

The Atlantic Reader Series comes at a most pivotal time in the Ministry of Education’s
history as its conceptualization, compilation, and production marks a relentless
commitment by the Ministry, to propel our Primary students towards excellence in
literacy development and performance. We fundamentally believe that truly literate
children have the power to create fruitful and fair societies.
This free resource to firstly our children, their teachers and families- was written by
the brightest, most seasoned and progressive literacy experts in Guyana. They have
kept the context of the Caribbean and Guyanese child in mind when crafting the
different learning goals and enduring understandings; by drawing on examples that
are intrinsically familiar to the unique experiences of our Caribbean and Guyanese
children. They have been sure to cover the critical areas of literacy development, so
that the learning of the children unfolds in a multidimensional manner that is very
interactive. This approach releases the teacher to become a facilitator of learning;
and the children as active participants in their learning.

The Atlantic Reader Series is a critical part of our arsenal to combat strategies that
may have historically affected our students’ ability to excel in literacy. The books are
extremely user friendly so that even out of the classroom, in community based
homework clubs, reading clubs, or tutoring programs, we can see positive use of the
readers within the home and wider community. We as a Ministry are committed to
improving ourselves at the policy, management, school and classroom levels; as our
students, families, and communities dedicate themselves to being necessary partners
in the positive change we expect to come about as a direct result of this most
aggressive literacy revolution.
I especially extend my gratitude to the ACEO (P), Marcel Hutson as coordinator of this
effort, as well as the authors and contributors to this excellent work. I am truly
encouraged that this work will help us see all of our children literate by Grade Four (4)
with strengthened skills in the later grades through home, school, and community
involvement. God bless you all.

Priya Devi Manickchand. MP

Minister of Education
UNIT 1 My New School

Before You Read

Fun with the Tongue

A. Phonemic Awareness
Teacher: Reads the following words.
Pupils: Listen for initial sound of words.

afraid anxiety attention

actually answered

Pupils: Say initial sound heard.

Pupils: Identify other words with same initial
sound heard.

1
B. Phonics
Find Word Pairs that Rhyme.
Draw a line to link what rhymes with bear,
fake, send.

bear thirst

feet send
room

lunch care

seat end first

reached take

other
another broom

preach fake

2
 Core Words
Write the word that is formed after adding
each suffix to the given word.
any + body = grate + ful =

reach + ed = friend + ship =

with + out = wonder + ful =

open + ing = every + one =

Practice Sentences
Read the sentence below using the tone
required. Identify the sentence in the story
‘My New School’ from Atlantic Reader Book 3,
page 3.

With a soft voice he answered, “Yes.”

His voice comforted me a little.

3
Let Us Read
from Atlantic Reader 3, page 1

After You Read

Story Wrap Up
Choose several pupils from the class to play the part of
a character in the story. Let them take turns reading the
words of the character chosen, aloud so that the class
may decide which act is the best for the part they want
to showcase. Let the best actors play the story.

Co-operative Activity
An Alphabet Game: For 3 pupils
Each player should have a pack of cards with
the same set of words from the story.
They should shuffle the pack.
Players should have equal cards.
Arrange the words in alphabetical order on the
desk.
The first player turns up two cards, if the cards
have the same letter, the player keeps them.
The next player takes a turn.
The player with the most cards at the end is
declared the winner.
4
Family Involvement
Copy the following words.
afraid grateful many
better help never
class order introduction
door primary voice
school know walking
live yard teacher
first using everybody
river living
Take them home and ask your parents or siblings to help
you make word cards. Make the cards 3” by 5”.

One Minute Handwriting

iI iI it it It it It

lL lL lL il Il il Il
5
Creative Writing
Complete the Events
EVENTS
1

First Day
at School
4

6
 Looking Back
Write one sentence to say what the story is about.

Write another sentence to describe the writer.

Bonus (Integration)
Using simple directional terms like north, south, west,
east, opposite, near to and next to, tell a friend how to
locate your school.

12 Coming Attraction
Have you ever heard about a breakfast picnic?

Think of some of the things that you expect to see at a

breakfast picnic.
7
UNIT 2 Breakfast Picnic

Before You Read

Fun with the Tongue

A. Phonemic Awareness
Teacher says: Every time you hear a word
with a blend ‘stand’.
Pupils: Listen for blends in words then stand.
“Three charming, brilliant girls, driving down a
lonely road frolicking and shouting in the chilly
cold wind in the dark of the night.”

B. Phonics
Form words by adding the rime ‘ink’ in the
blends below. Say each word.
br sl sw

dr st bl
8
 Core Words
Unscramble these words.
They can be found in the story ‘Breakfast
Picnic’ from Atlantic Reader Book 3, page 6.

otmorrwor = dxeicte =

cavtnioa = afbkraset =

llcexntee = dsifenr =

cpicni = meomtn =

Practice Sentences
Read the following group of words to yourself.
In the box beside each, write ‘S’ if it is
a sentence and ‘F’ if it is not a sentence.
(a) Kind of foggy.

(b) They decided to go on a breakfast picnic.

(c) Miles from the city.

(d) Paul became more excited.

9
Let Us Read
from Atlantic Reader 3, page 5

After You Read

Story Wrap Up
Pretend you are Paul and say how you would have
behaved when your mom told you about the idea
of a picnic.
Give one reason for your answer.

10
 Co-operative Activity
Game: “Fire in the Tyre”
1st 2nd 3rd 4th

h p

Place a box with the Place a box with the

beginning part of word. ending part of word.

Jump into the 1st Tyre, pick up a card. Read the part of
the word on the card aloud. Jump into the 2nd and 3rd
tyre, then into the 4th tyre. Quickly pick the other part of
the word. Say the word and then jump back to the 1st
tyre before 30 seconds. If the child cannot read the
word part after (2) two attempts, he/she is out.

Family Involvement Take-Home

Assignment
In five sentences say how you would help your family plan a
Breakfast Picnic.

11
One Minute Handwriting
Form the letters you see on each line provided.

tT tT tT tT

till till Till Till

It will till

It will Till
12
Creative Writing
Complete the Graphic Organiser

STORY NAME

Event 1:

Event 2:

Event 3:

Event 4:

Ending:

Solution:

13
 Looking Back
Retell the story in your own words.

14
Bonus (Integration)
Write a menu for a Breakfast Picnic. Plan it in groups of
fours with the other children in your class.

Breakfast Menu

Coming Attraction
Have you ever moved to another community?

Imagine some of the things you would experience.

15
UNIT 3 My New Community

Before You Read

Fun with the Tongue

A. Phonemic Awareness
Teacher says: Listen to these words.
Which letters are silent? Say the words.
Identify the sounds you hear in each word.
Pupils: Listen for the sounds in the words.
Tell your teacher the sound you hear.

ghat write right

sign pharmacy design

light telephone flight

16
B. Phonics
In each sentence below a word is left out.
Complete each sentence by choosing a word
from the list of words in blue which best fit.

1. The ___________ tree bears large yellow nuts.

( calm palm balm )

2. Paul used his ___________ to hit the ball and

scored a goal.
( knee knife knit )

3. My mom slices the fruits with a sharp __________.

( knee knife knit )

4. “Are you still sucking your __________, Susan?”

( climb thumb limb )

17
 Core Words

community playground
neighbours problems
lawns atmosphere

Chose the right word from the train that

describes each definition given below.
WORDS THEIR MEANING

A ground designed for playing.

Air around us.

People next door.

Group of people living

in one area.

Well kept place on the

outside of a building.
18
Practice Sentences
Arrange the following words to form sentences.

(a) Hope Better community small now in a live they

called.

(b) lawns the kept well always garden are and.

(c) Mel and David two children, have.

(d) enjoy atmosphere quiet I also the community

of the.

(e) I community excited very am new about my.

19
Let Us Read
from Atlantic Reader 3, page 8

After You Read

Story Wrap Up
Reread the story ‘My New Community’ from Atlantic Reader
Book 3, page 9 then answer the following questions.

(a) What are three main events mentioned in the story?

20
(b) Write a statement to show that the members
cared about their community.

(c) What is the main idea of the story?

21
Co-operative Activity
Game: “Tongue Twister”
(a) Three tricky tigers
travelled by train.

(b) Nanny Nora never nagged her naughty

nephew.

(c) Sloppy Sheep seldom shop.

(d) “Don’t dread dictionaries,” droned the dreary

dog.

(e) A variety of valuable violins vanished.

22
Family Involvement
Take- Home Activity
Ask your parents to take you for
a walk around the community.
Try to make friends with a few
persons in the community.

One Minute Handwriting

Form the letters you see on each line provided.

vV vV vV vV
ivl ivl ivl ivl
It will till
It will Till
23
Creative Writing
Use the Five Sense Chart to organize your ideas on
a plan for cleaning the environment in your
community.
FIVE SENSES CHART
Sight:

Sound:

Touch:

Taste:

Smell:

24
 Looking Back
In groups of four, retell the story. Make sure you
have illustrations.

Bonus (Integration)
Make a poster to warn people
about littering.

Coming Attraction
Discuss and find out about ‘Leisure Time.’

Say what you would do in your leisure time.

25
UNIT 4 Leisure Time with Our Friends

Before You Read

Fun with the Tongue

A. Phonemic Awareness
Teacher: Models tongue twister.
(Slowly then quickly)
Pupils: Listen and tell your teacher what sound you
hear the most.

She sells seashells by the seashore.

26
B. Phonics
Make words beginning with:

sh pr th

Core Words
Complete this cloze passage.
His father had to ___________________, so he
was not ________________ to be able to
_______________ with him. The drive to the
creek was about _______________ hours long,
but to _______________ it seemed like forever.
___________________ said they should spend
_________________ day swimming and eating.
27
Practice Sentences
Walk the sentences.
Step 1: Read the subject of the sentence first.
Step 2: Read the verb of the sentence.
Step 3: Read the predicate of the sentence.
Step 4: Reread the entire sentence fluently.

e.g. Saturday was good for a picnic.

1. Mother and Yeshua were excited about the

trip.

2. The weather was really hot.

3. Mother found a suitable spot on the sand.

4. Yeshua and his friend built a sand castle.

5. The boys jumped into the big waves.

28
Let Us Read
from Atlantic Reader 3, page 12

After You Read

Story Wrap Up
Draw pictures in sequence to show the events in
the story.

1 2

29
3 4

5 6

30
Co-operative Activity
Create a Word Ladder by beginning each word of
the ladder with the last letter of the word before.
Here is an example:
weather
restaurant
treat
1

31
Family Involvement
(One week to complete task)
While at home with your family, plan an outing to
one of Guyana’s famous creeks.

Where
When

Why
Where
A trip to the

Creek How to
Where get there

How to
prepare

32
One Minute Handwriting

Form the letters you see on each line provided.

wW wW wW wW

xX xX xX xX

wix wix wix wix

33
Creative Writing
Pretend to be Yeshua. Write a paragraph to say
what are some of the things you would have done
at the creek.

34
 Looking Back
In one sentence talk about the background of the
first picture in Atlantic Reader 3, page 13.

Bonus (Integration)
After reading the text in ‘Leisure Time with our
Friends’ and looking at the first picture in Atlantic
Reader 3, page 13, write a brief description of the
weather conditions.

Coming Attraction
Do you know about the Festival of Lights?

Read about or listen to a story about it before you

move on to the next unit.
35
UNIT 5 Diwali

Before You Read

Fun with the Tongue

A. Phonemic Awareness
Teacher: Say these words. What sounds do you
hear at the end of them?
Pupils: Listen and tell the teacher what sound they
hear at the end of each word.

1. Diwali = 2. glow =

3. believe = 4. bamboo =

5. furniture = 6. entire =

7. excited = 8. relative =

36
B. Phonics
Read these words and next to them write the
letter sound you hear at the end.
For example: If the word is break, write K
1. Lakshmi - 6. truly -

2. village - 7. designs -

3. body - 8. ocean -

4. welcome - 9. clean -

5. greet - 10. Hindu -

37
 Core Words
Complete this cloze passage.
The first one is done for you.

Word Prefix Base Word Suffix

unhelpful un help ful

pretending pre ing

disarranged arrange ed

uncomfortable un comfort

misbehaved ed

importer port

exterminator ex terminate

38
Practice Sentences
(Telephone Talk)

1st: Calling a friend to invite him or her to

spend Diwali night with you.

Hello! This is _________________ . I am planning a

Diwali night party for ________________ on the
________ of ________ at ___________ o’ clock.
Would you like to come?

2nd: Calling the library to find out whether

there is a certain book.

Hello! This is _________________ . I am writing a

report on __________________________ . I’d like to
know if you have the book I need.
It’s called _____________________________________
and it was written by _________________________ .

39
Let Us Read
from Atlantic Reader 3, page 17

After You Read

Story Wrap Up
Sequence pictures below to tell a story.
Use the numbers 1, 2, 3 and 4 in the white circles.

40
Co-operative Activity
Game: Words
Play game as a bingo game. Put words in a bag.
The person who covers all of his/her words first is
the winner.

CARD 1

W O R D O
in fire Diya meats was

light deed FREE Lucas sweet

glow mettai entire Diwali again

clean kind Arya bamboo body

41
 CARD 2

W O R D O
here Diya word light kind

in again FREE clean meats

fire body busy light mixture

Diwali mettai flour village melt

CARD 3

W O R D O
Diyas deed mettai flour light

village sweet FREE fire kind

body made in clean spoon

rolled Arya mixture measure meat

42
Family Involvement
Ask your parents to help you
make a scrap book on Diwali.

One Minute Handwriting

Form the letters you see on each line provided.

mM mM mM mM

nN nN nN nN

Nom nom nom

43
Creative Writing
Diwali
1. What is Diwali?

2. What is the message of Diwali?

3. Who celebrates Diwali?

4. What do they do?

5. How do you take part in Diwali?

44
 Looking Back
(a) Complete the paragraph below.

All Guyanese celebrate _______________________.

This celebration focuses on ____________________
_____________________________________________.
People enjoy ____________________. They love the
_______________________ that is shared out.

(b) Are you a part of the celebration?

Give reasons for your answer.

Bonus (Integration)
Make Diyas in your class as a project.

Coming Attraction
Do you like Christmas? Let’s talk about how we
prepare for this celebration.
45
UNIT 6 Is It Christmas Yet?

Before You Read

Fun with the Tongue

A. Phonemic Awareness
Teacher: Listen to these Tongue Twisters.
Every time you hear these sounds, stand.

/sh/ /ch/ /br/ /wr/ /sm/

Pupils: Listen to Tongue Twisters read by teacher

and stand when they hear the sounds.

Tongue Twister
1. The shody children should not shimmer.
2. Brilliant broody brought brown brooms.
3. Wrong! Wrong! Wrong! Don’t wring.
4. Smoky smuggling, Smoky smiled smartly.
46
B. Phonics
Say the name of each picture.
Circle the picture with the
/sh/ /ch/ /br/ /wr/ /sm/ sound.

47
 Core Words
Read each definition. Then unscramble the letters
to make a word that matches one from the box.
Write the words.

k i tc h e n decorations
gi fts special afternoon
ve ran da h stocking

1. Something given for appreciation.

_________________________. (stfig)
2. A place in the house used for cooking.
________________. (nkitceh)
3. Additional piece of the house for relaxing.
_____________________________. (anvrheda)
4. Just after midday.
____________________________. (nftaooern)
5. Materials to make something/someplace
look good.
____________________________. (ndcoreatio)
6. An empty sock or sock-shaped bag
that is hung on the Christmas Tree.
_______________________________. (sgtinokc)
7. Treated with love.
_______________________________. (pslecia)

48
Practice Sentences
Complete these sentences with the opposite
of the underlined words

1. Mother was upstairs while father was

__________________________________.
2. Sister sat inside the house while brother sat
__________________________________.
3. Sandy jumped up and Sister climbed
__________________________________.
4. Sandy hang a wreath on the backdoor but
brother dressed up the __________________.
5. Christmas is the time for sharing but some
people are ____________________________.
6. Daddy woke up late while Sandy woke up
_______________________________________.
7. Early in the morning and _______________ in
the night the family prepared for Christmas.

49
Let Us Read
from Atlantic Reader 3, page 21

After You Read

Story Wrap Up
Write a paragraph to say what you would have
done after receiving your gift at Christmas.

50
Co-operative Activity
Decorate a Christmas Tree using words related to
Christmas.

cake sweets

gifts toys

baked
chickem drinks

51
Family Involvement
Ask your parents to help you to buy or
make decorations for your class;
then invite them to help you
decorate your class for the
Christmas Party.

One Minute Handwriting

Form the letters you see on each line provided.

cC cC cC cC
cad cad Cad Cad
cadd cadd Cadd
52
Creative Writing
Complete the sentences.
I am _________________________________________.
(two characteristics of yourself)
I wonder _____________________________________.
(something of which you are curious about)
I hear _______________________________________.
(an imaginary sound)
I see ________________________________________.
(the actual desire)

Looking Back
Why do you think they didn’t want Sandy to know
the day of Christmas?

53
Bonus (Integration)
Complete the poem.
Christmas is coming,
the geese are getting fat.
Please to put a penny
in the old man's ___________________.
If you haven't got a ________________,
a half penny will do,
If you haven't got a half penny
then God bless ________________!

Coming Attraction
Find out the ways in which Guyana caters for the
elderly.

We love our Senior Citizens!

54
UNIT 7 Showing Love & Care for the Elderly

Before You Read

Fun with the Tongue

A. Phonemic Awareness
Long vowel sound /o/ made by the letters “ow”
Teacher: Says the sound made by ow.
Pupils: Listen to the sound, then repeat the sound.

Read the rhyme many times.

Say the words in the rhyme that end with ow.

Looking through the window

as the stunning sun glows,
Wishing it will be there tomorrow
to put that spark on my pillow.

55
B. Phonics
There are 7 words with /ow/ hidden on the grid
below.

Find, read and loop all the words you identify.

s m o w j t e
h w i n d o w
o u p s e b o
w h s b o w l
p i l l o w b
g l o w e r p

56
 Core Words
Arrange the words below,
and arrange them in alphabetical order.

show group trouble show

2
3
4

please heart principal elderly

2
3
4

57
Practice Sentences
Locate the sentence below in the story you just
read.
Read the sentence using the tone required.

t s p a in t e d t h e ir h e a r t red
Some studen
e o t h e r s u s e t h re a d to sew
whil
b o r d e r a ro u n d t h e e d g e.
a lacey

58
Let Us Read
from Atlantic Reader 3, page 26

After You Read

Story Wrap Up
Prepare a two minutes speech to share with your
class about the benefits of showing love and care
for the elderly.

59
Co-operative Activity
Word Scramble Game: for 3 pupils
Each group has three scrambled words on slips
of paper.
Each pupil takes turn to unscramble a word.
They copy the unscrambled word on the
chalkboard.
Points are given for each correctly spelt word.
The team with the most points wins.

The first one is done for you.

rltuebo trouble
lyeredl
rahte
naiclpli
souerc
oerbrd
tenlneiav
60
Family Involvement
Ask your family members to help you create a
song or chant about an exciting experience
your family had.
Share your song or chant with your class.

One Minute Handwriting

Form the letters you see on each line provided.

Rr Rr Rr Rr

S� S� S�
61
Creative Writing
Think of the time when you were very happy.
What happened?
Complete the organizer. Under each heading, list
words that tell what you saw, heard, felt, smelt and
tasted.

Write a paragraph describing how you felt.

62
 Looking Back
• What do you think the big red heart drawn by the two
students in Atlantic Reader 3, page 27 represents?
• Write a sentence to describe what you would do to
bring some cheer to the elderly couple in the photo
below.

63
Bonus (Integration)
Draw a line to match each word to its synonym.

trouble edge
please problem
elderly demonstrate
show delight
border aged

Coming Attraction
Read up and find out all you
know about big animals.

64
UNIT 8 Animals: Big is Big

Before You Read

Fun with the Tongue

A. Phonemic Awareness
How many sounds?
Every button represents one sound
Pupils say the words below, then place
one button for each syllable they hear
on the table.

giraffe huge whale

breathe remote

65
B. Phonics
Read the sentences; choose a word from the
shapes below to complete each sentence.
Take turns reading the completed sentences to
the class.

huge breathe herd

size whole

The cobbler asked John the _________________

of his shoes.
I would like a _________________ pizza, not just
a slice.
The trick mirror made the thin man look
_____________________.
At the zoo we saw a _____________________ of
elephants.
Our teacher said fishes _____________________
through their gills.

66
 Core Words
Work with a partner to make an extended
meaning map for each core word.

gentle huge breathe escape

An example is done for you.

afraid

synonyms for afraid Meaning of afraid

• scared • filled with fear
• frightened

Make a sentence
My dog is afraid of water.

67
 gentle

synonyms for gentle Meaning of gentle

Make a sentence

huge

synonyms for huge Meaning of huge

Make a sentence

68
 breathe

synonyms for breathe Meaning of breathe

Make a sentence

escape

synonyms for escape Meaning of escape

Make a sentence

69
Practice Sentences
Identify the sentence below in the story you
just read. Read the sentence to your friend.

g ir a ff e is th e ta ll e s t animal
The
th e e le p h a n t is th e biggest.
while

70
Let Us Read
from Atlantic Reader 3, page 30

After You Read

Story Wrap Up
With your classmates create a model of one of
the animals mentioned in the story in Atlantic
Reader 3 page 30.
Make a small sign describing your animal; be
sure to mention its habitat, size and colour.
Here is an example.

This is a giraffe.
It is as tall as three grown-up
people and has a long neck and
long legs. Giraffes live in savannas,
grassland or open woodland.
Giraffes usually have a tan base
with reddish-brown blotches
on them.

71
Co-operative Activity
Creating a Bug Farm
With your family cut out three circles and six legs
from coloured paper.
On each circle write a contraction.
On each pair of legs write the two words that make
up the contraction. Glue the circles together to
make a bug’s body. Remember to glue a pair of
legs to each circle.

we’ve

we have I it is
am

72
One Minute Handwriting
Form the letters you see on each line provided.

Hh Hh Hh
Jj Jj Jj Jj

Creative Writing
Compare and contrast two animals found in your
environment.
To contrast, write what is different here
1st. animal both animals 2nd. animal

73
 Looking Back
Write an Ode.
An Ode is a short poem written to praise its
subject.
Choose your favorite animal from the story and write
an Ode in praise of the animal.
Tell what is great about the animal and why it is
important to the world.
Read your Ode to the class.

74
Bonus (Integration)
Pretend a scientist just
found a strange new bug!

Write three questions you

would like to ask the scientist.

Coming Attraction
Think and talk about a rainy
day experience.

75
UNIT 9 A Rainy Day

Before You Read

Fun with the Tongue

A. Phonemic Awareness
Teacher: Reads the tongue twister..
Pupils: Listen to the tongue twister.

Crazy Crystal crashed into the cricketers’ cricket

match crazily.

Pupils:
Pronounce the words with the /cr/ sound.

Have fun repeating the tongue twister at

various speeds.

76
B. Phonics
Make words that rhyme with each of the words
below.
Choose br, cr or st to complete each pair of
rhyming words.

trick sleepy

ick eepy

factory wave

ory ave

grunt swamp

unt amp

77
 Core Words
Write the base word for each of the words below.
The first one is done for you.
Word Base Word
sheltering shelter
heavily
shines
suddenly
swaying
dried
helpful
enlarge

Practice Sentences
Take turns reading the following sentence with your
friend. Try replacing the word pretty with the word
gorgeous.

Showy Shandra was given a pretty,

red and white umbrella for her birthday.
78
Let Us Read
from Atlantic Reader 3, page 33

After You Read

Story Wrap Up
Use the character development chart below to
retell the story ‘A Rainy Day’ in Atlantic Reader 3
page 33, to a classmate. Be sure to explain how
Showy Shandra felt throughout the story.

1 2
say what say what
happens in happens in
the beginning the middle

3 say what
happens at
the end

79
Co-operative Activity
Work in groups of three to:
• Read the word formed from the base word laugh.
• Write the words from the box to complete the
paragraph.
• The first team to finish correctly wins.

laugh

laughs laughable
laughing laugher

laughingly

My family loves to read the Saturday comics.

We spend the entire afternoon ______________ together.
One character we like is always making silly mistakes.
He is really ____________________.You can hear our loud
_____________________________ even outside our house.
Our neighbour ________________________________ at us
because he can hear us.
He ______________________ calls us a family of laughers.
80
Family Involvement
Players:
You need a paper bag, Cloud
and 11 cards cut out in
the shape of clouds.
Catchers

How to play:
Write a spelling word on each cloud.
Colour the bag blue and write sky on it.
Take turns picking a cloud from the bag.
Say the word on the cloud, the next person
on your team spells the word and says it in a
sentence.
If the word is used correctly, keep the cloud.
The team with the most clouds at the end wins.

w o rd SKY
Wri t e
c l o ud
on

81
One Minute Handwriting
Form the letters you see on each line provided.

Kk Kk Kk

Ll Ll Ll Ll

82
Creative Writing
Complete the web below then write a composition
on the topic.

Read What I do Play

books on a rainy day games

look at
movies

83
 Looking Back
What did Showy Sandra do when no one heard
her? Why do you think she did that?

84
Bonus (Integration)
Work in groups of threes to conduct a survey in
your school.
Ask pupils to tell you activities they do when it’s
raining.
Display the information collected on one of the
following:

Bargraph Pictograph Tally Chart

Coming Attraction
Have you ever played a
game of cricket before?
Talk about it with your
friend.

85
UNIT 10 Cricket in the Backyard

Before You Read

Fun with the Tongue

A. Phonemic Awareness
“pl” Same or different?
Teacher: Tells children to say the pair of words
in the circles below.
Pupils: Say the two words and listen to the sounds
at the beginning of each word.
Teacher: Explains that if they hear the /pl/ blend at
the beginning of both words they should
put their thumbs up. But if both words do
not have /pl/ blend they should put their

play pleasure place

plot plight pleasant
please pledge
plenty proud

86
B. Phonics
Make new words by adding pl to the beginning of
the letters in the circles. Read the words.

pl
ate ease

ace

ug astic

ane

iers enty

87
 Core Words
reached declared noticed

Use the words above to complete the sentences

below.
1. Maria ________________________ the large stain
on thewindow.
2. The referee _______________________ the winner
of the match.
3. Malcom waved when he _____________________
the top of the mountain.

Practice Sentences
Read the sentence.
Expand the sentence using adjectives

Barnwell was declared the most

valuable backyard player of the street.

88
Let Us Read
from Atlantic Reader 3, page 36

After You Read

Story Wrap Up
Collect newspaper clippings of cricket
scoreboards.
List the names of the bowlers on each team.
Pretend you are a sports announcer, read the
information on the scoreboard to your class.

89
Co-operative Activity
Word Game: for 2 to 4 pupils
Each player needs a word wall consisting of 10 words
relating to a specific theme e.g cricket, nature.

How to Play
Roll the die. You need four to start the game.
Place your token on the first word wall.
You will select another play to choose a word
from the word wall for you to spell.
If you spell your word correctly you will proceed
with the game.
First person to reach the end is the winner.

Word
Short Wall
START Word
Cut
Wall

Skip Short
a Space Cut
Word
Wall Word
Extra Wall
Turn
Back 2
Spaces
END

90
One Minute Handwriting
Form the letters you see on each line provided.

Kk Kk Kk
Pp Pp Pp

Creative Writing
Create a poster promoting a cricket match
between Guyana Amazon Warriors and the
Trinidad and Tobago Red Steel which will be
played at the Guyana National Stadium.

vs

91
 Looking Back
Write a paragraph describing the main
character Barnwell.
Read and compare your paragraph with your
classmates.

92
Bonus (Integration)
Create a picture dictionary using objects
associated with cricket.
Picture Word Meaning
Cricket pads Cricket pads also
known as leg
guards are
protective
equipment which
are used by
batters in the
sports of cricket.

Coming Attraction
Have you ever seen masquerade dancers?
Say what you like about them.

93
UNIT 11 The Masquerade Dancers

Before You Read

Fun with the Tongue
A. Phonemic Awareness
Words ending with / ing /:
shouting during jumping
flouncing waited exciting
stamping enjoying danced

Teacher:
Have children choose a
partner to stand with.
Let them slap hands with
their partners if the word
listed above and pronounced
by the teacher ends with
/ ing /.
If the word does not
end with the / ing /,
they should stand still.
94
B. Phonics
Read the words on the masks.
Colour the mask if the word ends with / ing /

excitedly shouting

stamping

jumped flouncing

95
 Core Words
A desire
to know Curiosity
Synonym: something was written
Interest all over
Snooping Nelly’s face.
Curiosity

Create word maps similar to the one above using

the words and maps below.

bright excitement suddenly

bright

96
excitement

suddenly

97
Practice Sentences
Read the sentence.
Replace the word huge with enormous,
now read the sentence again.

They went to Church Street where there

was a huge crowd standing waiting with
excitement and curiosity on their faces.

98
Let Us Read
from Atlantic Reader 3, page 39

After You Read

Story Wrap Up
Proofread the e-mail message below.
Find six spelling mistakes and two mistakes with
punctuation marks. Rewrite the e-mail correctly.

latiefa@yahoo.com

auntnelly@aol.com
myteacher@education.com

Dear Aunt Nelly,

I was so happy when you invited Kevin and I to the costune parade.
We will be comming this afternoon. Mom will be making the trip later?
Right now Dad is fixxing the mini van. We pland to leave at 16:00 ours.
I hope our plans will not be changeing
Love
latiefa

99
latiefa@yahoo.com

auntnelly@aol.com
myteacher@education.com

100
Co-operative Activity
Hold a press conference with a partner about
Mashramani activities planned by your class.
First prepare interesting facts and details.
Tell this information to an audience of “reporters”
(your classmates). Then invite the reporters to ask
questions.

Family Involvement
Using scrap materials found in your home, create
a costume with your family.
Remember to have someone dress in the costume,
and be sure to take out pictures.
Write three sentences describing what the costume
depicts.
101
One Minute Handwriting
Form the letters you see on each line provided.

Ff Ff Ff
Gg Gg Gg

Creative Writing
Find pictures of Mashramani activities,
arrange the pictures to create a photo – essay.
Write three sentences to describe each picture.
Share your photo-essay with your class.

102
 Looking Back
Use the correct group name or collections to
complete the sentences.
band posse troupe fleet
collection string team

1. Everyone was impressed by the ____________________

of dancers.
2. Mr. Smith took a ______________________________ of
colourful pictures.
3. A ________________________ of policemen stood at
the entrance of the National Park.
4. We passed a _______________________ of cars while
walking to see the dancers.
5. The crowd became excited when they saw the
_________________________ of musicians.

103
Bonus (Integration)
Create a
Facts File on the
topic Mashramani.
Use pictures and
drawings to make
your facts file
interesting.

Coming Attraction
Read and find out all you can about the festival of
colours before the next lesson.

104
UNIT 12 A Colourful Festivity - Phagwah

Before You Read

Fun with the Tongue
A. Phonemic Awareness
Words with / ph /

telephone telephone

telephone telephone

Look at the pictures; say the names of the pictures.

Say the sound made by the /ph/.
Give your teacher examples of other words
beginning with /ph/.

105
B. Phonics
Read the words. Say how many syllables are found
in each word.
Write the number of syllables in the little boxes.

laugh remembrance

pharmacist Merriment

elephant triumphs

pandit friend

Core Words
Create word families for the words below.
The first one is done for you.

Word Word Families

Celebrate Celebrated Celebrating Celebrates Celebration

plant

work

106
Practice Sentences
Identify this sentence after reading the story in
Atlantic Reader 3 page 42.
Now, read the sentence to your friend.
Draw a picture to represent the sentence.

Phagwah is a time for merriment.

107
Let Us Read
from Atlantic Reader 3, page 42

After You Read

Story Wrap Up
Create a poster inviting persons in your community
to enjoy the Phagwah celebrations at the
community ground.
Be sure to mention the food and games.

108
Co-operative Activity
Create a Phagwah exhibition in your class.
Work in groups to do research and display items.
Give a short presentation to the viewers stating
what you know and what you read.
Include pictures,
drawings and
specimens to make
your presentation
creative.

Family Involvement
Make a collage with your family.
Make a collage of headlines that have to do with
Phagwah. Look in magazines and newspapers and
cut out headlines.
Glue the headlines to a sheet of paper.
Cut out or draw pictures to go with the headlines.
Ask your teacher to display the collage in the
classroom.

109
One Minute Handwriting
Form the letters you see on each line provided.

Hh Hh Hh

Jj Jj Jj Jj

110
Creative Writing
Write two paragraphs for a young child who has
never seen persons playing Phagwah.
Describe some of the exciting things he or she
might see.
Make your description clear and interesting; use
adjectives to make your writing colourful.

111
 Looking Back
You are entering a Phagwah competition.
Complete the application form below.

Phagwah
Competition

Your Name:

Address:

Date of birth

You are: Male Female

112
Bonus (Integration)
Pretend you own a store that sells items for a
festival.
Write a good name
for your store.
Then make a list of Festival Store
what you will sell.

Things to Sell

Coming Attraction
Find out all you can about the festival Eid – ul - Fitr.

113
UNIT 13 The Festival of Eid-ul-Fitr

Before You Read

Fun with the Tongue

Phonics
Three - letter Blends / thr / and / shr /
Say the name of each picture.
Listen for the beginning sound of the word.
Write the beginning blend /thr/ or /shr/ on the line
that names the object.

114
 Core Words
From the box, select and write the appropriate
vocabulary word next to its definition.

fast prosperity distribute

sacred exchange indulge
tasty smoke

1. To share. __________________________________.

2. Moving with speed. _________________________.

3. To give and receive in return. ________________.

4. Having wealth and strength. _________________.

5. Being holy. _________________________________.

6. Visible air produced by burning.______________.

7. Having a pleasant flavour. ___________________.

8. Enjoying the pleasure of something.

____________________________________________.

115
Practice Sentences
Adjectives:
Read the sentences.
Underline the words that describe a taste.
Circle the words that describe a smell.
Draw a box around the words that describe how
something feels.
1. The vermicelli was sweet
and delicious.

2. My toy is soft and fluffy.

3. The hungry armadillo lived in

the hole under the tree.

4. The Indian food was spicy.

5. The fresh smell of roses filled the air.

6. Cold ice-cream was our dessert.

7. I ate the tasty sweetmeats.

116
Let Us Read
from Atlantic Reader 3, page 46

After You Read

Story Wrap Up
1

Write 2
Events of
Eid-ul-Fitr
3

4
Make sentences
with each event.

117
Co-operative Activity
Get together in groups of fours and design a Scrap
Book on Eid- ul- Fitr.

Family Involvement
Get together with your family.
Make and decorate greeting cards for Eid.

118
One Minute Handwriting
Form the letters you see on each line provided.

Yy Yy Yy
Creative Writing
(Revising Story Checklist)
Study the questions below then write ‘yes’ or ‘no’ as
your answer.
1. Does my story have an interesting plot? ________
2. Does my story tell events in order with a
beginning, middle and ending? _________
3. Does my story use time- order words to show
when events happen? _________
4. Does my story use words as I, me and my?
____________
5. Does my story tell about the writer’s feelings?
__________
6. Does my story have description of people,
places or things? __________
119
 Looking Back
Do an Acrostic using the word:
E- U- F-
I - L- I -
D- T-
R-

Bonus (Integration)
Write the recipe for making Sawine.

Sawine Recipe

Coming Attraction
Group Work: Find out about the story of Easter.
120
UNIT 14 A Contest of the Kites

Before You Read

Fun with the Tongue

Phonics
Complete the Blend Bug by adding letters to form
words.

bl
bl
cl
cl

sl
u sl

pl
pl
fl
fl
121
 Core Words
Write Comparison with ‘like’ or ‘as’.
Complete each sentence to compare the items
pictured.
Use ‘like’ or ‘as’ to compare.
For example:
Her are as blue as the sky.

1. She smell _____________ a rose.

2. He slept ________ a baby.

3. The sandwich was __________

big as a horse.

122
Practice Sentences
A sentence is a group of words that tell a com-
plete idea. It begins with a capital letter and most
of them end with a full stop (.)
Find the sentence. Write the sentence on the line.
1. (a) Always looking
(b) always looking to buy a kite
(c) He was always looking to buy a kite.

2. (a) His favourite kite was the eagle-shaped one.

(b) His favourite kite
(c) looks like an eagle

3. (a) lu kites
(b) Lu loves
(c) Lu loves kites.

4. (a) His mother said it was a good idea.

(b) good idea
(c) His mother said

5. (a) first place $50 000

(b) The first place prize is $50 000.
(c) The first place prize

123
Let Us Read
from Atlantic Reader 3, page 48

After You Read

Story Wrap Up
Complete the Chain of Events.
Topic: Going to the seawall
Write your plan in sequence.
Use only one or two words in the blocks.

1 2

3 4

124
Co-operative Activity
Let’s make a kite!

Materials Needed
• 2 pieces of wood, 32 inches and 36 inches long
• plastic covering material (trash bags work great)
• string
• yardstick
• scissors
• masking tape
• pencil and chalk
• wood glue

Just follow each step and you will end up with a

nice kite, all ready to take outside to fly!

1. Ask your teacher to help

you cut a notch in the ends
of both sticks. Mark the
center of one of the sticks
by measuring it.
Now measure and mark a
spot 8 inches from the end Notch the ends
of the other stick. of both sticks

125
2. Lay one stick across the
other by placing the center
spot on the first stick on the
spot on the other stick that Place the
you measured 8 inches smaller stick
8 inches from
from the end. Use some
the top of the
wood glue to hold the sticks other stick.
in place.

3. While the wood glue is

still wet, add some extra
support to the sticks by
wrapping string tightly
around the joint. It's best to
Bind the sticks together let the sticks sit for a half
using the glue and string. hour or so to give the glue a
chance to dry a bit.

4. Now it is time to put the

framing string around the
kite.
You need to stretch the
string through the notches
you made in the ends of the
sticks. This will form the outer
edge of the kite.
Be sure to pull the string Attach the
tight and tie the ends of the string to the
string securely with a knot. frame of the kite

126
5. Next, you'll need to
secure the framing string in
place. Do this by taking
some string and wrapping it
around the notch on both
sides of the framing string. If Hold the string in place on the
you like, you can also add frame by wrapping it around
a bit of glue to help hold it. the end and some glue.

6. Now that the kite frame is

complete, you need to make
a pattern for the
covering. Do this by laying the
frame on top of the plastic.
You can use chalk to trace
around the outside of the
frame, but you want to mark
an inch outside the frame to
Lay the frame on the plastic allow for folding the edge and
cover and trace the pattern attaching the pattern to the
using chalk or crayon. frame. Use the scissors to care-
fully cut out the pattern.
7. Now it's time to attach your
pattern to the kite frame. Fold the
edges of the pattern over the string
and fasten it with the masking tape.
If you like, you can decorate the
pattern with stickers or anything you
like so long as it is not going to be Fasten the pattern to
adding much weight to the kite. the frame using tape.
If the kite gets too heavy it won't fly
well.
127
8. Next, attach a piece of
string to the notch in one end
of the cross stick. What you
want to do is bow the cross
stick to about a 4 inch bow
and then tie the string to the
notch on the other end of the
cross stick. You may want to
have someone hold the cross
stick in place while you tie the
string. Be careful not to bow Attach the
the stick too much so it breaks. bow string to
the cross stick.

9. Get an adult to help you

make a small hole where
the two sticks cross. This will
be used to attach the bridle
string. Take a piece of string
about five feet long and
feed it through the hole. Tie
the end of the string around
both sticks. Tie the other end
Attach the bridle of the string to the notch at
string and flying strings the bottom of the kite. Now
all you need is to attach the
flying string. Tie the flying string to the bridle about two
feet from where the bridle string is tied to the cross
piece. This kite doesn't need a tail, however you can
attach one if you like.

128
10. Make a tail by tying a small ribbon roughly every 4"
along a 40" piece of string. Securely tie the tail to the
bottom of the long vertical wooden dowel.

You are now ready to fly your kite! Your kite should fly
well in a light breeze. You can adjust the flying angly
of the kite by moving the flying string up or down on
the bridle.

129
Family Involvement
Let your family help you make
a kite to go flying with your class.

One Minute Handwriting

Form the letters you see on each line provided.

Many Many

130
Creative Writing
Write a descriptive paragraph about the kite you
and your family made. Use the web below.

What materials to
kind? make kite
What size and
colour? length

131
 Looking Back
Take a glance at the story ‘Contest of Kites’ and
then answer the questions below.

1. What was the text about?

2. Why?
3. How?
4. When?
5. Where?
6. How do you feel?

Bonus (Integration)
Talk about kite sizes and shapes.

Coming Attraction
Have you ever visited the National Stadium?
Say what you know about the Providence Stadium.
Get pictures of it and paste them in your book.

132
UNIT 15 Landmark: The Providence Stadium

Before You Read

Fun with the Tongue

Phonics
Silent Consonants / wr / / gh / / gn /
wr gh gn
wrong right gnat

Choose from the list the word that best completes

the sentence. Write it in the space provided.

write fight light sign right

1. Read the ________________ on your way to school.
2. Did you get all your sums ___________________?
3. The ______________ should not be on.
4. The soldier was proud to ________________ for his
country.
5. Tonight I have a long letter to _________________.

133
 Core Words
How many new words can you create from the words:

CARIBBEAN and APARTMENTS

134
Practice Sentences
Mark the sentence which has the subject of
the sentence underlined.

1 The Stadium is large.

The Stadium is large.
The Stadium is large.

2 15,000 people attended the matches.

15,000 people attended the matches.
15,000 people attended the matches.

3 The Stadium replaced Bourda.

The Stadium replaced Bourda.
The Stadium replaced Bourda.

4 World Cup cricket was held in March 2007.

World Cup cricket was held in March 2007.
World Cup cricket was held in March 2007.

5 Lasith Malinga bowled brilliantly.

Lasith Malinga bowled brilliantly.
Lasith Malinga bowled brilliantly.

135
Let Us Read
from Atlantic Reader 3, page 54

After You Read

Story Wrap Up
Design a ticket for the Super Eight Matches in
2016 Cricket World Cup at the Providence
Stadium. Guyana is the host.

Co-operative Activity
Plan a Cricket Match. Boys against girls or your
class against another class.
136
Family Involvement
On a family visit to the Providence Stadium, take a
picture of the Stadium and paste it in your Social
Studies book.

One Minute Handwriting

Form the letters you see on each line provided.

Tt Tt Tt

137
Creative Writing
Use the Venn Diagram to compare the
Providence Stadium with the Bourda Ground.

Providence Stadium Bourda Ground

138
 Looking Back
Complete the cloze passage using story you just
read in Atlantic Reader 3 page 54.
The Providence Stadium _______________________
the Bourda Ground. Many _____________________
were played at the ___________________. Some of
the _______________________ important matches.
Famous ________________________ made century
of _________________________ at Bourda.
The __________________________ was built to host
Supper ______________________ matches in 2007.
This was for the ______________________________
______________________________ matches.

Bonus (Integration)
Join with other pupils to make a
cricket bat and a hard ball.

Coming Attraction
Have you ever had a surprise party?
Then check out the next unit.
139
UNIT 16 Arya’s Surprise Party

Before You Read

Fun with the Tongue

Look at the pictures on the left.
Read the word that names each picture.
Use the prefix dis to write the word that names the
opposite under each picture on the right.

agree

140
order

approve

comfort

pleased
141
 Core Words
Form as many words as you can using the letters in
the words that follow.

CELEBRATE STADIUM

142
Practice Sentences
Contractions are used in sentences to set the tone.
A contraction is a short way to put two words
together.
A verb and the word not can be put together to
make a contraction.

1. are + not = aren’t

2. did + not =

3. do + not =

4. does + not =

5. has + not =

6. is + not =

7. was + not =

8. were + not =

143
Let Us Read
from Atlantic Reader 3, page 58

After You Read

Story Wrap Up
After reading about Ariya’s Surprise Party from
Atlantic Reader 3 page 58, complete the outline
below. Write in full sentences.
1. What is the main idea?

2. Reflect upon what you have heard.

144
Co-operative Activity
Memory Game!
Make word cards from the words below.
Each word must have a pair word.
Layout the cards face down.
To play the game you must pick up two cards
with the same word.
The person with the most cards is the winner.

surprise exclaimed thought

present birthday certain

excitement voice realise

forgotten disappointment special

145
Family Involvement
Ask your parents to help you write down all the
things needed for a birthday party.

One Minute Handwriting

Form the letters you see on each line provided.

Yy Yy Yy

146
Creative Writing
Write a letter inviting your friends to your sister’s
surprise birthday party.

Guess WHOOOO is having a

Surprise
Party?

147
 Looking Back
Write the events of the story ‘Arya’s Surprise Party’
in sequence.

Step 1

Step 2

Step 3

148
Bonus (Integration)
Design a birthday cake for Arya.

Coming Attraction
Think about your first visit to the dentist.

149
UNIT 17 A Visit to the Dentist

Before You Read

Fun with the Tongue

Building Word Families
Decorate the Teddy- Bear with st and sh words.

st words sh words

150
 Core Words

e k n ow g oin g to a d en tist
W
ex tractio n is not ple a sa nt.
for

Fitting your word choices into a verse pattern,

complete this rhyme about being a happy kid.
Use these words:

ends seek friends peep

We love to play hide and ______________________.

Because we can run and ______________________.

We don’t like when it __________________________.

151
Practice Sentences
Subject verb agreement.
Mark the sentence which has correct
subject verb agreement.

1 Ann and Pat walks to a new school.

Ann walks to a new school.
Ann and Pat walkes to a new school.

2 The girls like their old school.

The girls likes their old school.
The girl like their old school.

3 Their friend live in another town.

Their friends live in another town.
Their friends lives in another town.

152
Let Us Read
from Atlantic Reader 3, page 63

After You Read

Story Wrap Up
Write what you know.
Topic: A Visit to the Dentist

Who?

Why?

What
happened?

How did the

writer feel?

What finally
happened?

153
Co-operative Activity
Let’s Pretend!
Dramatise the story-
A Visit to the Dentist.

Family Involvement
Discuss with persons at home why you should visit
the dentist at least thrice per year.

One Minute Handwriting

Form the letters you see on each line provided.

th th th th
154
Creative Writing
1. Write what you know about the dentist.

2. Say why you like or dislike going to the dentist.

155
 Looking Back
Name the characters of the story-
‘A Visit to the Dentist’

Say why you think the ‘Dentist’ is important in our

lives.

Bonus (Integration)
Draw the types of teeth.

Coming Attraction

156
UNIT 18 Youth Week

Before You Read

Fun with the Tongue

Add a Add a
Take a prefix suffix
at the at the
Word beginning ending

kind unkind kindness

Complete the table below
Word Add Prefix Add Suffix
kind unkind kindness

157
 Core Words
1 4
cent _____ ladd _____

sh _____ t
5

t _____ key g ______ l

Use the words above to make these sentences

complete.
1. Deshanna is the tallest ___________ in my class.
2. My dad used a ______________ to fix the gutters
on the roof top.
3. Latiefa put the vase of flowers in the ___________
of the table.
4. On our school tour we saw a large ____________.
5. Ms. Persaud wore a lovely red ________________
today.
158
Practice Sentences
Mark the letter which has the item that completes
each sentence correctly.

1. “I’m going on a hot-air balloon ______________”

said Ms. Persaud.
(a) ride (b) ride. (c) ride, (d) ride?

2. “Wow! That’s so ______________ ” exclaimed Phil.

(a) cool (b) cool! (c) cool. (d) cool?

3. “I’ll ask my _________________ ” Sherry said.

(a) dad. (b) dad, (c) dad (d) dad?

4. What is it ________________ inquired Latiefa?

(a) like,” (b) like.” (c) like?,” (d) like?”

159
Let Us Read
from Atlantic Reader 3, page 67

After You Read

Story Wrap Up
Write two sentences that tell what happened
before the tour.

Before the tour

160
2. Write two sentences that tell what happened
during the tour.

During the tour

3. Write two sentences that tell what happened at

the end of the tour.

Ending the tour

161
Co-operative Activity
Let’s play “Find the word in your Dictionary”
Divide class into small groups. Each group should
be adequately equipped with dictionaries.
The group that finds the most words in a given time
will emerge the winner.

INSTRUCTIONS:
Each player will place dictionary under their
arm.
Instructor will say “Shield your Sword,” then
“draw”, players will raise dictionary in the air.
Instructor will say “find the word... ”
observe, celebrate, educate, through,
promise, competition, fasten
and any other word that was recently used.
The score keeper will declare
the winner based on
the most words found.

162
Family Involvement
Help your teacher to prepare a class rally on
Youth Week.
Invite your parents. Be sure to have activities that
will give messages about youths.

One Minute Handwriting

Form the letters you see on each line provided.

Ff Ff Ff

163
Creative Writing
Write a short dialogue between two youths on a
disagreement over a lost pencil case.

164
 Looking Back
Describe the event that would make you
remember or not remember the tour.

Bonus (Integration)
Looking at the picture in your reader, what is the
ratio of boys and girls on the tour.
Explain your answer.

Coming Attraction
Have you ever attended a wedding?
If ‘Yes’ tell your friends about it.

165
UNIT 19 The Wedding

Before You Read

Fun with the Tongue
Phonics: Consonant Digraphs
Fill in the spaces with consonant digraphs to
finish each picture word.

1 3

_______ ale _______ ild

2 4

fi ________ mat _______

166
Use the words you wrote on the page before
to complete these sentences.

1. The ________________ was sick.

2. Dad lit the fire with a _________________.
3. A ___________________ is a very large
animal.
4. I take care of my pet _________________.

Core Words
Write the letter near to the phrase that gives the
meaning of each word.
1. _____ family A. A person whose job is to
stop fires.
2. _____ firefighter B. To pay attention to what
someone is saying or to
something that you hear.
3. _____ dangerous C. A group of people who
are related to each other,
such as moms and dads
and children.
4. _____ listen D. Able or likely to harm you.

167
Practice Sentences
There is a special set of words that we use to join
up our ideas.
These words are called Conjunctions.
Circle the conjunctions in the sentences.

We can We
go out can’t go out
when it stops because
raining. it’s raining.
We’ll go out
if it stops
raining.
It’s raining,
We so we can’t
can’t go out go out.
until it stops
raining. We can’t
go out while
it’s raining.
We can’t go
We’d like to out unless it
go out, but stops raining.
it’s raining.

168
Let Us Read
from Atlantic Reader 3, page 71

After You Read

Story Wrap Up
What kind of wedding was it?
Say how did the couple felt?
Why do you think they got married?

Co-operative Activity
Let’s design a Scrap Book!
Design a scrap book on the different types of
wedding garments there are for the various
religions.

Family Involvement
Interview someone at home about how they
started dating before they got Married.

169
One Minute Handwriting
Form the letters you see on each line provided.

Xx Xx Xx

Creative Writing
Write a paragraph describing a wedding you
attended.

170
 Looking Back
Complete the cloze passage using the story
‘A Visit to the Dentist’ in Atlantic Reader 3 page 71.
James and _____________________ fell in love with each
_______________ when she was in ___________________.
Paula was in an _______________________ , she got a
______________________ broken. James was the
_______________________ who looked after her at the
_____________________. When _______________ was well,
they decided to get _____________________________ .

Bonus (Integration)
Imagine the wedding
cake from the wedding
and draw a picture.

Coming Attraction
Discuss with a friend some of the end of
year activities your school would have
e.g. party, concert, graduation.
Say which one you enjoy most.
171
UNIT 20 At the School Concert

Before You Read

Fun with the Tongue

Phonics
Circle the words with the same vowel sound
as ‘boy’ and ‘oil’.

coin ton join spoil

choir toy story spoon

Core Words
Circle the suffix in each word.
1. t e a c h e r 6. q u i c k l y
2. a c t o r 7. f e v e r i s h
3. n i c e l y 8. o p e r a t o r
4. s e l f i s h 9. j o y f u l
5. c a r e f u l 10. s i n g e r
172
Practice Sentences
Making two short sentences into one.
Here is a simple sentence. Here is a another sentence.
Suzie is on the beach. She is playing with
her friend, Doris.

You can join these sentences like this!

Suzie is on the beach

playing with her friend, Doris.

Now join the following pairs of sentences.

Suzie is on the beach.

She is playing with her ball.

173
Suzie is on the beach.
She and her friends are
playing in the sand.

Suzie and friends are in the park.

Suddenly it started to rain

Suzie is back in school.

She is studying for her exams.

174
Let Us Read
from Atlantic Reader 3, page 74

After You Read

Story Wrap Up
Describe one part of the Song Festival you
enjoyed.

175
Co-operative Activity
Singing competition!
Compete with each other to sing
the song ‘O’ Melda’.

Family Involvement
Let’s sing!
Ask your parents to write out and help you sing the
words of ‘O’ Melda’.

One Minute Handwriting

Form the letters you see on each line provided.

Ii Ii Ii

176
Creative Writing
Describe the closing exercise you like.
Say why you like it.

Looking Back
Is this your first concert?
Write about three (3) sentences to compare it with
other concerts you have attended.

177
Bonus (Integration)
If you were the Headteacher of the school what
would you use the profit from the concert to do?
Write your answer in one paragraph.

Coming Attraction
Now that you have enjoyed working with this
book, prepare to let us know how well you have
grasped these concepts.
Let us prepare for a quick test.

178
UNIT 1 Curriculum Standards & Benchmarks

Fun with the Tongue

1.7 Articulates speech sounds accurately
3.3 Knows all letter sound correspondences

Core Words
3.24 Applies rules of syllabication to identify words
with multiple syllables
3.29 Read and comprehends affixess

Practice Sentences
2.23 Reads orally and monitors own reading by correcting
miscues
2.26 Reads books which provide pleasure, entertainment
and information

Story Word Count: 341

2.22 Read aloud with fluency and with natural speech,
expository and narrative texts appropriate to grade
2.23 Reads orally and monitors own reading by correcting
miscues

Story Wrap Up
2.13 Reads literature to understand places, people,
events and vocabulary

Integration
4.12 Relates story information to real life experiences

179
UNIT 2 Curriculum Standards & Benchmarks

Fun with the Tongue

2.5 Participates in rhyme, chant and song activities
1.12 Listens and repeats letter sounds

Core Words
3.24 Applies rules of syllabication to identify words
with multiple syllables
3.29 Read and comprehends affixess

Practice Sentences
2.17 Reads basic grade level sight words in context and
in isolation
2.23 Reads orally and monitors own reading

Story Word Count: 227

2.26 Reads books which provide pleasure, entertainment
and information
3.33 Demonstrate interest in learning new words

Story Wrap Up
4.1 Recognize that prints conveys meaning
4.7 Recalls facts and details of text

Integration
3.31 Extends vocabulary in own speech
5.3 Writes legibly

180
UNIT 3 Curriculum Standards & Benchmarks

Fun with the Tongue

1.1 Responds to sounds.
1.12 Listens and repeats letter sounds.

Core Words
2.7 Counts syllables in words accurately.
3.1 Blends letter sounds to decode printed words at grade level.
3.3 Knows all letter sound correspondences
3.5 Segments the sounds to decode printed words.
3.7 Sounds out regular words including those with blends,
digraphs, etc.

Practice Sentences
2.1 Shows interest in books and reading.
2.6 Understands that the sequence of letter sounds in a written
word represents the sequence of sounds in a spoken word.
2.17 Reads basic grade level sight words in content and in isolation.
2.23 Reads orally and monitors own reading by correcting miscues.

Story Word Count: 212

2.13 Reads literature to understand places, people, events
and vocabulary.
2.17 Reads basic grade level sight words in text and in isolation.
2.19 Reads fluently with expression any appropriate grade level text.
2.20 Corrects miscues when reading aloud.
2.24 Uses contextual and picture clues to determine the
meaning of words.
2.25 Demonstrates appropriate book orientation when reading.

181
UNIT 3 Curriculum Standards & Benchmarks

Story Wrap Up
4.4 Answers questions ‘who’ “what’’ ‘how ’questions about
story read or read aloud by teacher.
4.16 Answers comprehension questions based on what has
been read independently at grade level.
4.19 Uses context clues to understand text.

Integration
4.22 Connects life to texts and text to life experiences
4.21 Relates story information to real life experiences

UNIT 4 Curriculum Standards & Benchmarks

Fun with the Tongue

1.1 Responds to sounds.
1.12 Listens and repeats letter sounds.
Core Words
1.17 Listens courteously and takes turns to speak
2.7 Counts syllables in words accurately
2.20 Corrects miscues when reading aloud
3.5 Segments the sounds to decode printed words
3.21 Identifies sounds with the regular vowel combination ‘au’ ‘ea’ ‘ie’
3.24 Applies rules of syllabication to identify words with multiple meaning.

182
UNIT 4 Curriculum Standards & Benchmarks

Practice Sentences
2.20 Corrects miscues when reading aloud
6.15 Builds sentences on specific themes/topics

Story Word Count: 434

2.1 Shows an interest in books and reading
2.9 Identifies & describes a story read with beginning, middle & end
2.22 Reads aloud with fluency and with natural speech,
expository and narrative texts appropriate at grade

Story Wrap Up
2.9 Responds to characters or situations in a story
4.7 Recalls facts and details of text

Integration
3.32 Demonstrates the use of newly taught words (vocabulary)
3.33 Demonstrates interest in learning new words
3.31 Extends vocabulary in own speech

183
UNIT 5 Curriculum Standards & Benchmarks

Fun with the Tongue

3.3 Knows letter sounds correspondences
3.21 Identifies words with the regular vowel combination

Core Words
3.5 Segment the sounds to decode words
2.7 Count syllables in words accurately

Practice Sentences
2.18 Demonstrates appropriate use of vocabulary and
sentence structure

Story Word Count: 280

2.12 Reads and responds to a variety of Literature:
Guyana ,Caribbean and other cultures

Story Wrap Up
4.6 Retells or dramatises story or parts of the story read
independently or by the teacher

Integration
6.5 Locates information from grade level reference material

184
UNIT 6 Curriculum Standards & Benchmarks

Fun with the Tongue

1.23 Recites poems, rhymes, sounds and stories
1.12 Listens and repeats letter sounds

Core Words
3.24 Applies rules of syllabication to identify words with multiple
syllables
3.29 Reads and comprehend affixes

Practice Sentences
2.17 Reads basic grade level sight words in context and in isolation
3.29 Reads and comprehends affixes

Story Word Count: 290

2.15 Reads and demonstrate the author’s point of view
2.26 Read books which provide pleasure entertainment
and information

Story Wrap Up
4.4 Retells part of the story heard
4.7 Recalls facts and details of text

Integration
4.22 Connects life to text and text to life in stories read
6.5 independently or by the teacher
Locates information from grade level reference material

185
UNIT 7 Curriculum Standards & Benchmarks

Fun with the Tongue

1.12 Listens and repeats letter sounds
3.17 Identify words with silent letters

Core Words
3.24 Apply rules of syllabication to identify words with multiple
syllables
3.30 Identify readily all alphabet letters out of sequence

Practice Sentences
2.11 Reads and perform rhymes
2.23 Reads orally and monitors own reading by correcting miscues

Story Word Count: 195

2.23 Reads orally and monitors own reading by correcting miscues
4.1 Retells part of a story heard

Story Wrap Up
4.15 Answers why and what if questions
4.17 Answers comprehension questions based on what has
been read independently at grade level

Integration
4.21 Relates story information to real life experiences
4.29 Organizes information to sequence of a story

186
UNIT 8 Curriculum Standards & Benchmarks

Fun with the Tongue

3.17 Identifies words with silent letters
3.10 Identifies words that rhyme with the given words

Core Words
3.3 Knows all letter sounds correspondences
3.5 Segments the words to decode printed word

Practice Sentences
2.19 Reads fluently with expression any grade level text
2.20 Corrects miscues when reading aloud

Story Word Count: 199

2.4 Locates and identifies title, author table of contents and
illustrator of a book
2.15 Reads and understands the authors point of view

Story Wrap Up
Uses adjectives and adverbs appropriately
Uses knowledge of synonyms, antonyms,
homograph to determine words meaning

Integration
6.3 Records information in a variety of formats,
such as logs , journals and charts etc.

187
UNIT 9 Curriculum Standards & Benchmarks

Fun with the Tongue

3.3 Knows all letter sound correspondences
3.11 Identifies initial and final consonants sounds and
blends then to read words

Core Words
3.5 Segments the sounds to decode printed words
3.24 Applies rules of syllabication to identify words with
multiple syllables

Practice Sentences
3.28 Reads and comprehends possessive forms

Story Word Count: 227

1.24 Reads orally and monitors own reading by correcting miscues.
2.26 Reads books which provides pleasure entertainment
and information

Story Wrap Up
4.1 Recognizes that prints convey meaning
4.8 Identifies the main ideas of a given text

Integration
4.32 Distinguishes between fact and fantasy

188
UNIT 10 Curriculum Standards & Benchmarks
Fun with the Tongue
3.3 Knows letter sounds correspondences
1.17 Listens courteously and takes turns to speak

Core Words
2.7 Counts syllables in words accurately
2.11 Reads and performs rhymes

Practice Sentences
2.17 Reads in isolation, as well as in text, basic sight words
appropriate to grade level

Story Word Count: 232

2.26 Reads books which provide pleasure, entertainment
and information

Story Wrap Up
4.22 Connects life to texts and texts to life experiences
in stories read

189
UNIT 11 Curriculum Standards & Benchmarks
Fun with the Tongue
1.1 Responds to sounds
3.3 Knows all letter sounds correspondence

Core Words
3.5 Segments the sounds to decode printed words
3.32 Demonstrates the newly taught words

Practice Sentences
2.19 Reads fluently with expression any appropriate grade
level text
2.23 Reads orally and monitors own reading by correcting miscues

Story Word Count: 175

2.12 Reads and responses to a variety of literature: Guyana,
Caribbean and other cultures
3.15 Reads and understands the author’s point of view

Story Wrap Up
4.13 Demonstrates understanding of literal meaning of a story
4.33 Identifies feeling of characters in a reading selection

Integration
4.21 Relates story information through real life experiences
4.22 Connects life to text and text to life

190
UNIT 12 Curriculum Standards & Benchmarks
Fun with the Tongue
1.12 Listens and repeats letter sounds
3.3 Knows all letter sound correspondences

Core Words
3.4 Blends letter sounds to decode printed words
3.31 Expands vocabulary in own speech

Practice Sentences
3.32 Demonstrates the use of newly taught words

Story Word Count: 170

4.35 Reads aloud text suited to the grade level with fluency
and accuracy to convey the message to the listener

Story Wrap Up
5.40 Demonstrates literal understanding of the topic

Integration
6.7 Understands the purpose of reference material

191
UNIT 13 Curriculum Standards & Benchmarks
Fun with the Tongue
3.5 Segments sounds to decode printed words
3.10 Identifies words that rhymes with a given word

Core Words
3.31 Extends vocabulary in own speech

Practice Sentences
4.36 Reads silently at independent level and shows
understanding of what is read

Story Word Count: 166

3.8 Reads decodable text accurately and fluently at grade level

Story Wrap Up
6.15 Builds sentences on specific theme/topic

Integration
4.12 Relates story information to real life experiences
3.34 Distinguishes between fact and fantasy

192
UNIT 14 Curriculum Standards & Benchmarks
Fun with the Tongue
1.12 Listens and repeats letter sounds
3.3 Knows all letter sound correspondence

Core Words
2.7 Counts syllables in words accurately
3.4 Blends letter sounds to decode printed words

Practice Sentences
4.1 Recognizes that prints convey meaning
2.24 Uses contextual and picture clues to determine the
meaning of words

Story Word Count: 497

2.20 Corrects miscues when reading aloud
2.18 Demonstrates appropriate use of vocabulary and
sentence structure

Story Wrap Up
4.13 Demonstrates understanding of literal meaning of story
Answers ‘ what’, ‘how’, ‘why’ ‘where’ questions about story
read or read aloud by teacher

Integration
4.21 Relates story information to real life experiences.

193
UNIT 15 Curriculum Standards & Benchmarks
Fun with the Tongue
3.3 Knows all letter sound correspondences
1.1 Responds to sounds

Core Words
3.7 Sounds out regular words including those with blends
and diagraphs
3.10 Identifies words that rhymes with a given word

Practice Sentences
2.20 Corrects miscues when reading aloud

Story Word Count: 234

4.36 Reads silently at independent level and shows
understanding of what is read

Story Wrap Up
4.7 Answers questions based on what has been read
independently at grade level

Integration
4.21 Relates story information to real life experiences

194
UNIT 16 Curriculum Standards & Benchmarks
Fun with the Tongue
1.1 Responds to sounds
1.12 Listens and repeats letter sounds
3.3 Knows all letter sounds correspondence

Core Words
2.7 Counts syllables in words accurately
3.1 Blends letters sounds to decode printed words at grade level
3.29 Reads and comprehend affixes

Practice Sentences
2.17 Reads basic grade level sight words in context and isolation
3.33 Demonstrates interest in learning new words

Story Word Count: 418

2.9 Responses to characters or situation in story read
2.13 Reads literature to understand places, people, events
and vocabulary
2.5 Reads and understands the author’s point of view

Story Wrap Up
4.1 Uses context clues to understand text
4.33 Identifies feeling of characters in reading selection
4.15 Answers “why” and “what” if questions

Integration
4.21 Relates story information to real life experiences
4.22 Connects life to text and text to life experiences in
stories read independently or by the teacher
195
UNIT 17 Curriculum Standards & Benchmarks
Fun with the Tongue
1.12 Listens and repeats letter sounds
1.17 Listens courteously and take turns to speak

Core Words
2.7 Counts syllables in words accurately
3.24 Applies rules of syllabication to identify words with
multiple syllable

Practice Sentences
2.17 Reads basic grade level sight words in context and isolation
2.18 Demonstrates appropriate use of vocabulary and sentence
structure

Story Word Count: 233

2.13 Reads literature to understand places, people, events
and vocabulary
2.9 Responds to characters or situations in a story

Story Wrap Up
4.17 Answers comprehension questions based on what has
been read independently at grade level
4.19 Uses context clues to understand text

Integration
4.6 Retells or dramatizes stories or parts of stories read
independently or by teacher
4.21 Relates story information to real life experiences
196
UNIT 18 Curriculum Standards & Benchmarks
Fun with the Tongue
3.3 Knows all letter sound correspondences
3.19 Identifies consonant digraphs in the initial and final
position in words

Core Words
3.4 Blends letter sounds to decode printed words
3.32 Demonstrates the use of newly taught words

Practice Sentences
4.1 Recognises that print conveys meaning
2.17 Reads basic grade level sight words in context and in isolation

Story Word Count: 222

2.23 Reads orally and monitors own reading by correcting miscues

Story Wrap Up
4.21 Relates story information to real life experiences

Integration
6.5 Locates information from grade level reference material

197
UNIT 19 Curriculum Standards & Benchmarks
Fun with the Tongue
1.1 Responds to sounds
3.16 Identifies words with dip thongs

Core Words
3.4 Blends sounds to decode printed words
3.7 Sounds out regular words including those with blends,
digraph etc
3.29 Reads and comprehend affixes

Practice Sentences
3.16 Reads basic sight words in context and in isolation

Story Word Count: 195

2.22 Reads aloud with fluency and with natural speech,
expository and narrative texts appropriate to grade
2.23 Reads orally and monitors own reading by correcting miscues
2.24 Uses contextual and picture clues to determine the meaning
of words

Story Wrap Up
4.14 Answers ‘who’, ‘what’, ‘how’ ‘where’ questions about stories
read and read aloud by the teacher
4.28 Employs specific comprehension strategies when
difficulties are encountered in understanding texts

Integration
4.29 Organizes information ( picture, text) to sequence of a story
6.5 Builds sentences on specific team/topic
198
UNIT 20 Curriculum Standards & Benchmarks
Fun with the Tongue
1.1 Responds to sounds
1.12 Listens and repeats letter sounds

Core Words
2.7 Counts syllable in words accurately
3.32 Demonstrates the use of newly taught words

Practice Sentences
4.1 Recognizes that print conveys meaning
4.36 Reads silently at independent level and shows
understanding of what is read

Story Word Count: 198

2.12 Reads and response to a variety of literature: Guyana,
Caribbean and other cultures
2.20 Corrects miscues when reading aloud

Story Wrap Up
4.11 Retells main events in a text in proper sequence
4.14 Answers ‘who’, ‘what’, ‘how’, ‘where’ questions about
stories read

Integration
4.21 Relates stories information to real life experiences
6.15 Builds sentences on specific team/ topics

199
 BONUS MATERIAL
Modes of Reading
Independent Reading
Reads text alone independently When children are likely to have no
without support, usually silently. difficulty with text or are highly
motivated about the text.
Co-operative Reading
Pupils read with a partner or When children are likely to have no
partners either orally or silently. difficulty with text or are highly
motivated about the text.

Teacher Guided Reading

Teacher talks and walks children When text or children’s abilities
through section of the text with show need for much support. May
questions and children’s predictions. be used for variety.

Shared Reading
Teacher reads aloud as children see When children need a great deal of
the text. Children chime in when support for reading often use with
they are ready to do so. beginning readers.

Reading Aloud
Teacher reads aloud text children Use when text is too difficult ,when
usually do not have a copy of the background needs to be developed,
text. for fun or variety.

200
 Summarising the Four Modes of Reading

These modes offer varying levels of support for children, and many
times it is appropriate to combine several at once.

Example:
If children are reading a short story or a chapter in a book you might:

• Begin by reading aloud the story and discussing it.

• Next, you might pair children and have them do the oral version of
co-operative reading.
• Call on pupils to read small portion of the text independently.

This combined instructional reading strategy can be called

Read aloud, Read along and Read alone.

Reading Rate for Grade 3 – Children

1st.Grade 4th. Grade

80 wpm / 53 158/wpm123

2nd. Grade 5th. Grade

115 wpm/189 173 wpm/139

3rd. Grade 6th.Grade

138 wpm/107 185 wpm/150

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 Preview and Predict Strategy

Before Reading

What do you think What do you think

the story is about? the story is about?

During Reading

Am I confirming my predictions?
Do I need to change my predictions?

During Reading

Were my predictions confirmed or changed?

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 Be a Word Detective

When I come to a word that causes me trouble

I should read unto the end of

1 the sentence or paragraph

2 Look for words parts I know

Try to figure it out from the

3 letter sounds

Ask someone or look it up in

4 the dictionary

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