Reading and Writing Workbook Mario Herrera Barbara Hojel a —Pockets, Second! Ealtion Reading and Writing Workbook Copyright © 2009 Pearson Education, Inc. All rights reserved. 'No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, ‘mechanical, photocopying, recording, or otherwise, without the prior permission ofthe publisher. Pearson Education, 10 Bank Street, White Plains, NY 10606 Staff credits: The people who made up the Pockets, Second Edition team, representing editorial, production, design, and rmanifacturing, are Rhea Banker, Iris Candelaria, Tracey Mun Cataldo, Christine Edmonds, Johnnie Farmer, Nancy Flaggman, Yoko Mia Hirano, Christopher Leonowicz, Judy Li Linda Moser, Barbara Sabella, Susan Saslow, and Mairead Stack. Text design: Barbara Sabella Text composition: TS! Graphics Text font: Frutiger Bold Illustrations: Francisco Morales, Luis Alberto Montiel Villegas Photos: cinar-com, deamstimecom,iStckcom,photeabectanet ‘shutterstockcom PEN Pearsonlongman.com offers online resources for teachers and students, Access ‘our Companion Websites, our online catalog, and our local offices around the world, Visit us at pearsontongman.com. |SBN-10; 0-13-603980-4 ISBN-13:978-0-13-603980-8 Printed in the United States of America 789 10—VO11—13 12 Consuttants and Reviewers. Korea ‘Alysa Baker, Kinder Liebe, Gyunggi-do; Hye Ri Kim, iCorea, Seoul Benjamin Anthony Merrion, Brighton School, Seoul; Yvette Nah, Talking Plus, Seoul Mexico Celina Aceves, Colegio Miguel Angel, Guadalajara, Jalisco; Rosa ‘Maria Buerba Villegas, ICiF México, Mexico City; Rosario Escalada, Universidad Motolinia, Mexico City; ma Izquierdo, Colegio Leonardo a Vinei, Cancun, Quintana Roo; Ruth Jasso Valtierra, Colegio Victoria Tepeyac, Mexico City; Margarita Natera Hernandez, Colegio Hispano Inglés, Leon, Guanajuato; Rebeca Ornelas Tabares, Colegio Victoria Tepeyac, Mexico City; Virginia Sanchez Tse, Latin American School, Monterrey, Nuovo Le6n; Mariana Serralde Lobo, Centro Educativo Monteverde, Cancun, Quintana Roo; Bertha Vazquez, Latin American School, Monterrey, Nuovo Len United States of America ita De Sousa Afonso, Tappan Hill School and John Paulding School, Tarrytown, New York; Lori Barkoe, New City Elementary and Little Tor Elementary School, New City, New York; Marilyn Mercado- Belvin, John Paulding School, latrytown, New York Evelyn Rivera, John Paulding School, Tarrytown, New YorkO©O8GOGG0086 Reading and Writing ............. cece cece eens Reading and Writing ................ 0c cece cece eeee CertificateNote to the Teacher As our Pockets program is based on children having fun in class, we extend their early literacy in a joyful and effective way. We carefully based the reading and writing program on content they know and understand. Letters are introduced in the context of familiar vocabulary and always supported visually. English does not assign only one sound to each letter. For example, the letter c stands for different sounds in the words cow and face. As we teach basic sounding out of some known words and introduce other sight words, children progress in a natural way that supports their understanding. Children already know how to speak about things, animals, and people. They only need to learn the alphabet, how letters work, and some simple words and sentences to help them along. Our goal is to make children feel secure as they‘te learning and enjoy success! You may use this book with Pockets, Second Edition Level 2, Level 3 (which has the same letter sequence of four letters per unit), or in any way you choose. We hope it is, a useful tool as you teach English reading and writing! Mario Herrera Barbara HojelDraw things that begin like lion, monkey, seal, fish. w Purpose: Children practice I, mi, /s/ by drawing things beginning with those sounds. Extension: Children name things in the dlassroom that begin with these sounds.—_— Big and small animals have names and make sounds. Big and small letters do, too. Look and say. Ss Ft LI Mm Purpose: Children review the dference between big and small letters. Extension: Divide class into two groups. Group 1 has pictures of big and small animals. Group 2 has big and small letter cards (see Bonus Pocket and make ahead of time’. Children match big animals to big letters and small animals to small letters,Find and circle the letters. & bes TD A OP Me c= asp F @red f after S Sally ss fish M Mary enon L Lisa milk— Trace, point, and say. Hoy y q- > Purpose: Children practice sounds and letter names off, s. SAY: Tiss big Mand small m. M says mv. Say /m/. CHILDREN SAY: /m/. Continue with other letters. They connect sounds to symbols (letters) and pictures of things beginning with the same sounds. Extension: Show Picture Cards of known, ‘vocabulary. Children identify and reproduce beginning sounds,Trace circles in color. Find matching letters. Circle the letters by color and say. (GIP S| (Coke I> Ss) F S Purpose: Children practice visual discrimination by finding, naming, and ctcing big and small letters, using the same colors. Extension: Give out cards ‘hith big smal letters Um 3) Write abig or small letter and have children hold up the same big or small etter.—_—_ ~~ Trace and write. Draw things that begin with the sound of each letter. Purpose: Cilen practice later wring and begining sounds by drawing things begining with fl, s/-Extenston: Chien sy letter name and the sound it stands for. Then they pantomime something beginning with the same soun:Trace letters. Use cutouts on page 11 and match to things starting with Boe (oF i Purpose: Children practice letter tracing and letter-sound correspondence by connecting things beginning with the same sounds. Extension: Use Picture Care oe ther pictures to show words beginning with 7, ml, /s1.Say the word and write a letter on the board. Ifthe letter is correct, children clap.-_ $€ cut out and fold on lines to stand up the firefighter, seal, lion, and mouse. Use with page 10. For page 4l certificateTrace, point, and say. re! 7 yom ee See 5 Purpose: Children practice letter names and sounds ofp, an. SAY: Thisis big N and small nN says //. Say /n/. CHILDREN SAY: /n/, Continue with other leters, They connect sounds to symbols (ete) and pictures of things begining wth same sounds Extension: Children name moe things inthe classroom Beginning with these sounds.Draw things that begin like alligator, tiger, nurse, parrot. Purpose: chitren apply knowledge ofp, 0. n by drawing other tings begining with the sone sounds Extension: Call out words beginning ‘Wath pnt, fl, hy. Partner 1 draws the beginning letter on the back of partner 2; partner 2 says the letter.Trace and write. Draw things that begin with the sound of each letter. Purpose: Children practice letter writing and beginning sounds by drawing things beginning with /b/, fa, //. Extension: One child says a letter and wirites it on the board. The other children draw a picture of something beginning with that letter. Children share picturesFind and circle the big and small letters. & es qp—Th_oayp UD agp ——_ Pp Patty 7 p | puppy A Andy a car N T Noah n | Anna Terry t | tenSees a ‘3 tT i) a = @ They 4 8. 2 «tension: Divide class into four groups. Each i feel them, They can scratch and those sounds. Extens er letters dry, children trace an LAM tn bs ton circle the letters that repres sprinkle with sand or jello powder. When the Say. Circle the letter that stands for the beginning sound. NS - ne ETrace and write. P © ® & m Sy 9? Purpose: Children practice wing big and small letters. Extension: Puta litte bt of hair gel into small plastic bags. Children write large leters and put Tightly closed bags over them. They look atthe letters and trace them, feeling the gel move in the bag.———_— Trace and match letters to things beginning with the same sound. Use a different color line for each letter. Purpose: Chien apply later sound corespondence by connecting letters to things besnning with he sae sound. Extension: Give each hilt one big (or smal letter card. Children with small letters look for partners with big leters. Both partners then look for things beginning with their letter.Use cutouts from pages 11 and 21 to touch things that begin with the same sounds. touts: /p/ A, fa, IV, [sf Extension: Children identify ther things ith the same sounds as the cut enti aw something beginning with the same sound, Children then find other things beginning with the— S€ cut out and fold on lines to stand up the parrot, nurse, alligator, and tiger. Use with page 20. i j Unit 2 For page 4 certificatePurpose: Children practice letter names and sounds of de, 0. AA Thisis capital (big) © and small o. 0 says fo, Say /o, CHILDREN SAY: /o/. Continue with ‘other letters. They connect sounds to symbols (letters) and pictures of things beginning with the same sounds. Extension: Children name more things in the classroom beginning with these sounds.Trace circles in color. Look and say. Circle things that begin with the same sound in the same color. Purpose: Children practice visual and auditory discrimination, beginning sounds, and classification sil. Extension: Mix Picture Cards and Letter Cards {soe Bonus Pocket), Help children categorize in various ways, such as capital (big) or small letters and things that stat with /o/ o /.NT Trace and write. Purpose: Children practice writing letters and letter sound correspondence. Extension: Show children how to write letters in the ir with their fingers. Guide small groups to work together to build letters with thelr bodies.Say. Circle the letter that stands for the beginning sound. 2.Look and say. Write the letter for the beginning sound. Purpose: Children apply knowledge of leter-sound correspondence by writing letters standing for beginning sounds of words. Extension: Partner 1 SB writes a letter and partner 2 acts out something beginning with that leter sound,Trace. Draw something that begins with each letter. Purpose: Children practice tracing letters and apply knowledge by drawing things beginning withthe letter sounds. Extension: Say words. Children say letters that stand for the words beginning sounds.— Look and say. Cross out the picture that begins with a different sound. Write the letter of the sound for the other pictures. Purpose: Children practice visual and auditory discrimination by identifying the letter that stands for a beginning sound different from the others the row. Extension: Say two words that begin with the sound of one of the letters de 9,0 for example, ef, guitar). Children clap ifthe two words start with the same sound.Use cutouts on page 31 to play. Match letters to things that start with the same sound. Purpose: Children apply letter sound correspondence to connect letters to pictures beginning withthe same sound, Extension: Show pictures. Children fake turns saying the name and sound of the beginning leter of the word for each picture.0€ aBnd J04 suayye7Purposes Children practice letter names and sounds ofc h, iu, Now children understand that capita” refers to a“big"leter. SAY: Thisiscopital U and small u. U says /u. Say /u. CHILDREN SAY: u/.Continue with other letters. They connect sounds to symbols (letters) and pictures of things beginning with SB the same sounds. Extension: Children name more things in the classroom beginning with these sounds,Match pictures to letters with the same beginning sound and trace. » Purpose: Children apply lettersound correspondence to connect letters to pictures beginning with the same sound. Extension: Write capital and small fetter on the board. AY: Who knows a word beginning with (Ce)? A volunteer comes to the board, stands under the letters, says the letter name, and acts Gut something beginning with the letters sound, If correct, children clap. If incorrect, children stamp feet. Another volunteer takes 2 turn.— Trace. Then draw something that begins with the same letter. Purpose: Children practice witing letters and apply etter sound correspondence They athe beginning sounds of things and wt the letter that ‘andor the sound: atenlon Pave pas of heen pratewitng terse Rage on each oes DocksLook and write. Match letters to things with the same beginning sound. Purpose: Children practice writing letters and apply letter-sound correspondence (c-camera, cake; igloo, h-hat, hen, heart u-under (eggs) up (monkey png) unbrel extension: Chien dre Something beginning with eter they know. Ase Who ew smering ta begins th i? Cen aise hands and share their drawings.Move your finger under the letters and sound out the words. Circle ‘dog dog Bs i@ £ % f ao Oa Q —- OQ Q —- C ( — oO JD — oO Ja ( +- n Cc a) sun NJ C 5, pen pen LAY Purpose: Children practice reading by connecting words and pictures, Children use one finger to point to each letter as they sound it out. Then children ‘trace again as they blend the sounds together quickly, saying the word. Extension: Write cat, tn, pen or sun on the board, Ask volunteers to underine the letters in the word as the class sounds out the wordMove your finger under the words and sound them out. Circle the pictures. om de slog Purpose: Children practice reading by connecting words and pictures. Children use one finger to trace under each word as they sound it out. Then children trace again as they blend the sounds together quickly, saying the word. Extension: Write words on the board. Children sound out the words and ‘use hand movernents as if underlining the letters in the words as they say the sounds.-_ Read the list. Then read and draw. 1a OF 6 a cat 2a et 1a. dog 50 fp 8d pen uO 4a log 50 GY) ona hat nema otic entire mie eyarepamstrteuedter tate Cateensepoaroment | ~~eer Trace. Use cutout letters from page 41 to make words. Paste in squares. Read. Draw pictures. a Purpose: Children use cutouts to make words: hat and dog are provided as tracing practice. Other options: sun, pen par, Children ead rere ence Pes fer example a) pen), Children show reading comprehension by drawing a picture of what they read. Extension: Children choose 2 ‘word from the page and draw the letters for tin the aiee eee ssceatecassas aa "ise Gennsanaa SGC we uae a uae es cece Oh 26nd 104 si94jo7Trace, point, and say. v q v letters They connect sounds to symbols ltes) and pictures of things begining withthe same sounds. €xtansion: Children name more things nthe Purpose: Children practice letter names and sounds of k, wz, .Say: This is capital Zand small. says /2/. Say //. Children say: /2/,Continue with other letters. hey connect sounds to symbols (letters) and pictures of things beginning with the same sounds Point out that /is heard atthe end of the words ‘they ae learning, not the beginning. Extension: Review words by acting them out while children guess the word.Trace letters. Look and say. Circle the letter for the beginning sound. Cards. For each card, write two letters on the board, one of which is the beginning letter ofthe picture on the card, Children say the names ofthe things, B Purpose: Children practice writing by tracing letters. They decide which letter represents the beginning sound of each picture. Extension: Show Picture the sounds of the letters, and decide which letter is corect.Trace. Draw something that begins with Look and write the each letter. beginning letter. Purpose: Children practice tracing letters and draw things beginning with those letters. Children look at pictures and write the beginning letters. Extension: Children wrte capital and small letters in the alas you call them out, Review all letters.Look and write. Match letters to things with the same beginning sound. ra 2 “phy Res te ect eters to things beginning with the ngs begining with thes snd coni (vovan, vet, vest, vegetables; e word ata time. ChildrerLook and write the first letter for each picture. ‘Purpose: Children practice writing letters and apply letter-sound correspondence. They use pictures to identify and write the beginning letters of words. Extension: Review. Say two words such as rabbit, octopus. Children nod their heads ifthey begin with the same sound (such as sandwich, seal) and shake their heads to indicate no" f they don't.Write letters to make words. Read and say. th decodng sis by using ltrs olin rining eters somake words They readand say the words Eten jon: Writ 58 ace co oo rds onthe board with mising eters. Chien take ind reading the wordTrace and read. Draw pictures. I Ue; 3. 4. - Purpose: Children practice tracing words and reading them. They draw pictures of words they have read, Extension: Divide class into two groups. Give Group 1 letter cards and Group 2 simple line drawings of known words they can spell (e.g, ca). Group 2 shows drawings and Group 1 holds up letter cards to spell the wordsUse cutout letters from page 61. Paste and make words. Read. o Purpose: Children practice spelling and reading, Help children sound out words and choose cutout letters to make the words. Extension: Partners take ture saying simple words to each other and writing ther.09 a6nd 405 siayj07@ Letters and WordsGo through the maze. Draw pictures of things that begin with each letter. mas, | J ; d r \k og Purpose: Children apply letter-sound correspondence to draw things beginning with f, wd, ki. Extension: As 2 review, children take turns saying a word {nd the beginning sound and letter (e.g, banana, /b/, bl the child ls correct, classmates wave their hands. If incorrect, classmates put hands on hips and shake heads indicating "no".Trace the rabbit's path home. Look and write the beginning letter. Purpose: Childreri apply etter sound correspondence by writing the beginning letter of word, Extension: Partner 1 draws a letter on the back of partner 2, Partner 2says letter name, the letter sound, and a word beginning with that sound,Learn plurals. Look and write the words. _, & Re 27S hat hats dog dogs Purpose: Children learn singular ap plul words, Extension: Sy:Lten, Clap one only one i ingular). Clap three times ifit's more than one aa erase of words, dog, boas apples boot, conc). CiteTrace words. Read and match to pictures. 5. Ge: J AeTrace. Look and write words. L = 2. 3. Purpose: Cilren practice wilting and diferentiating betwen singular and plural words Extension: hire draw simple pictures of singular and purl things (e-g. dog, logs, ans, beds, cats, sun, map). They try to write the word:Look and write. Trace. Draw. Loo C \ (Gf Oe Purpose: Children practice writing words using visual cues. Then they trace plural words and draw pictures to show reading comprehension, Extension: Partners take turns saying simple singular and plural words to each other to write,Use the cutout words from page 71. Spin and match words to pictures. Purpose: Children practice matching words and things (singular and plural). Extension: Children play a spinning game and write the words for the picture they land on.Unit 7 Words ®. BE Trace. Cut out and use with page 70. For page 4 certificate@ Reading dnd Writing Look and read. cy a dog PSs a_pen Look and write. Say. a ad furore chien ac reading ting. and sg wad. The Cards tee words chien know Créen write wares on = word or dscbing singular things Extension: Show etter tha partner reading the worRead and match the words to the pictures. a mop_ 4 bed aman ahen purpose: Children practice eading by connecting words and pictures. They identify and wre singular words for pictures Extension: Dictate ¢ 4 wos, Purpose: Chr rac ye children draw pletures for singular things. Emphasize that a= singular (ne thing) whereas word += plural (more shan fone thing).Trace and read. Draw pictures. It is a busy » / aC Purpose: Children practice reading comprehension by reading a sentence and drawing what means, Extension: Aska olunteer to draw a simple word, such as bed or cat. Then ask the class to use the word as they write a complete sentence it sa__. Have individual students read their sentences aloud.Trace and read. Circle the picture. urpose:Cikren practi eating wrtng and reading comprehension by wacng an eading sentences and cng the cori pits Extanaiony Children fold paper into four squares. Ask tiem to write one ofthe following words—mamn, dog, sun, fan—in each square. Then call Out the words one by ‘one. Children point tothe correct word.Trace and read. Match sentences to the pictures. Purpose: Children practice reading, writing, and reading comprehension by tracing and reading sentences and matching each sentence tothe coect pleture, Extension: Write three sentences onthe board esa map/box/at) Have the children read each sentence afoud and then pantomime to show comprehension,Read and look. Circle © yes or @ no. pen. Zo @no hat. - ©yes @no zoo. BG ©yes ®no bus. Gag Oyes @no It is It is a Q Q QA Qa t € net. & aha sntence, Children, Oye @®noTrace and read. Look and write. Read. Purpose: Children practice reading and wrting sentences using a pcture. They can read thelr sentences to partners. Extension: Write words or sentences (on the board, Read aloud words or sentences and have children tell you which word or sentence you have read.ae, Trace and read. Use the letter cutouts from page 81 to make words. Draw pictures. T, : 2iT IS OA . Le as} len ee 31T | rn 4 rurpose: chien pce whiny ei ues tet mrs enc nr pr tance o Paper: Cn ache rng bg oc ns roe ap ewe te eH sn read cards and hold up pictures to match them.ee ee ere ee eee ene ee eee een, 08 a6nd 404 siayjo7© Redding dnd Writing Look. Read, trace, and write. . fe color Purpose: hi or exar introduced to rebuses. hey associate each rebus with a word. say, | ModelRead. Circle © yes or @ no. iI see a dog. ®no ro] see pans. &§ Oyes Sno sl see avan. @© Oyes @no wlsee hens. a. ©yes Ono 5] see a box. © yes @®noRead and look. Circle a face and write yes or no. They are mops. = ld 2, They are cars. 3 They are hens. wr 4 They are logs. 5 They are pens. Se ®O© ©© ®© OO OO rea ms, ‘com by looking ata picture and writing yes ftRead and color. I see a bus. Color the bus (=>. I see tents. Lf “ Color the tents (5D. I see doas. Color the re dogs = a>. «gyRead and color. Then read and circle yes or no. Color the fish blue. Color the hats red. | 2 3 (fale | It is a fish. “They are hats. They are cars. It is pink. They are red. They are blue. es no es no es no y y y iti at the pictures and dele yes or na Extension: Children j tis (eg. ittapen tbh) Cnlcren nod tetrhesdsryour 4Read and look. Write yes or no. ] They are hens. 21 see cars. 31 see a bus. ult is a cat. 5 They are ants.Look and write sentences. y Unit 9 Purpose: children practice reading and writing by looking at picture and using a sentence model see a...) to write about the picture. Extension: Ask ach chica draw Something on paper Ten fave them pets the drawings tothe igh ook atthe Cassar leur and wikeassntencesbourk” — S}S}Read the story and color. L J | see a dog. | see a yo-yo.Unit 1 Unit 2 Unit 3 Unit 4 FMS P,T,A,N D,E, 6,0 C,H, 1,U Congratulations! can read and write. Unit 9 Reading and writing