Au

dio CD Included

Tom Helm | Nancy Hollman | Carrie Wilcox | Lindsay Irvine

1

Bricks Reading with Reading Skills is a three-leveled reading course that enables learners tobuild their critical reading and comprehension skills. It is designed for pre-intermediate tointermediate learners who want to be successful readers.

Bricks Reading with Reading Skills is written by native English speaker teachers who teachin primary schools in the U.S.A, Canada, and the U.K. The themes vary from familiarsubject matters to culturally unique ones. In addition, the themes are based on cross-curricular approaches to expose learners to various subject areas: science, history, math, art,and more.

Bricks Reading with Reading Skills offers interesting and informative theme-based unitswith various formats and genres: fiction, nonfiction, letters, news articles, journals, plusmore. The formats are designed to optimize understanding of the reading contents.

F E A T U R E S

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

C O M P O N E N T S

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

Download Resources : www.redbricks.co.kr

ISBN 89-5602-655-6

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with Reading Skills

A u t h o r sT. Bradford Helm, Nancy Hollman,

Carrie Wilcox, Lindsay Irvine, RedBricks Contents Group

R e v i e w e r sPh. D Andrew Edward Finch, Benjamin Schultz

L e v e l i n g

Unit 1

Unit 2

Unit 3

New Family What Ben Can Do 6Fiction: Realistic Fiction / Social Studies

Reading Skill Main Idea and Supporting Details

My New Best Friend 12Fiction: Realistic Fiction / Social Studies

Reading Skill Places and Events

BathGet Chubby to the Tub 18Fiction: Realistic Fiction / Social Studies

Reading Skill Sequence of Events

How to Take a Bath 24Nonfiction: Informational Story / Social Studies

Reading Skill Organizing Details

My Race The Odd Race 30Nonfiction: Fairy Tale / Physical Education

Reading Skill Compare and Contrast

My First Race 36Fiction: Realistic Fiction / Physical Education

Reading Skill Understanding Feelings

C O N T E N T S

Kitten StoriesThe Story of Miss Moppet 42Fiction: Fairy Tale / Social Studies

Reading Skill Visual Imagination

Why Dogs Chase Cats 48Fiction: Fairy Tale / Social Studies

Reading Skill Contrasting Characters

Rain, Rain, RainWet Walk 54Fiction: Realistic Fiction / Science

Reading Skill Cause and Feelings

Questions about Weather 60Nonfiction: Informational Story / Science

Reading Skill Giving Titles

Enjoy Cartoons!Calvin and Hobbes 66Fiction: Cartoon / Social Studies

Reading Skill Inferring Personality

Famous Cartoon Character: Garfield 72Nonfiction: Informational Story / Social Studies

Reading Skill Making a Prediction Based on Characters

Unit 4

Unit 5

Unit 6

B r i c k s R e a d i n g 1

OVERVIEW

Bricks Reading with Reading Skills is a three-leveled reading program that enables learners topractice in-depth reading. It is designed for pre-intermediate to intermediate junior learners. Itscontent and formats are well planned to enable learners to build their reading comprehension,critical reading, and writing skills.

Bricks Reading with Reading Skills has interesting and informative reading content. It is writtenby native English speaker teachers who teach in primary schools in the U.S.A, Canada, and theU.K. The theme selections are based on a cross-curricular approach, which exposes learners tovarious subject areas.

Two stories in each unit share a theme. Each story selection builds on content vocabulary andskills introduced in the selection. Reading two different stories with a shared theme helpslearners explore the theme area in a creative and interesting way. The theme-based stories havevarious formats and genres: fiction, nonfiction, letters, news articles, journal entries, plus more.The formats are designed to optimize understanding of the reading contents.

An important aspect of Bricks Reading with Reading Skills is that it is designed to promotestrategic comprehension. Learners build reading strategies through post-reading activities usinggraphic organizers. These activities also help learners build strong reading habits: to read thecontent with a critical eye, to read between lines, to appreciate reading content, and to readcontent with an academic purpose.

The post-reading tasks with graphic organizers allow learners to link reading skills with thinkingand writing skills; learners have to write down answers to complete each task while they plananswers in a creative way.

Bricks Reading with Reading Skills is an optimal guide for reading practice; learners withconfidence in reading can show high performance on tests. Bricks Reading with Reading Skillsinvites learners to take successful steps into the reading world. With Bricks Reading withReading Skills, learners will become global leaders who have superior language skills andthinking power.

TO TEACHERS

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

I N T R O D U C T I O N

strategy by referring to the ‘Reading Skill Up’ section on the following page of each storyselection. The reading strategies illustrated in the ‘Reading Skill Up’ sections help learnersunderstand the story fluently by using comprehension cues.

The stories in Bricks Reading with Reading Skills were reviewed by ATOSTM. You can find outadditional reading materials such as ‘chapter books’ at http://www.renlearn.com/store/quiz_home.asp. Refer to the reading ability ranges of each volume:

Title Reading Ability Word CountBricks Reading with Reading Skills 1 1~1.5 250Bricks Reading with Reading Skills 2 1.6~2.0 300Bricks Reading with Reading Skills 3 2.1~2.5 350

Bricks Reading with Reading Skills offers various activities enabling learners to improvelanguage skills, such as vocabulary, reading comprehension, reading strategy, and speaking andwriting skills.

Vocabulary Build Up provides learners opportunities to practice vocabulary at pre-readingand post-reading stages. The first activity, a matching activity, invites learners to match wordsfrom the selections to the correct definitions. The second activity, a ‘filling in the blanks’activity, invites learners to review the learned words in a different context. These tools checkword comprehension.

Comprehension Check Up offers three types of objective questions enabling learners tocheck their reading comprehension: true and false, multiple choice, and simple writing questions.The variety of post-reading questions helps learners feel confident and improve theircomprehension skills.

Reading Skill Up helps learners comprehend the selections in a creative way based on areading strategy. The strategic comprehension activities introduce a new reading strategy, helplearners use their previous reading skills, and help learners build strong reading habits.

Story Summary Up is a ‘filling out the gaps’ activity. Summarizing is an important habit thathelps readers progress through reading. This activity allows learners to summarize the reading byfilling out information gaps using words and sentence patterns from the story.

Think and Act Out is an activity that can be completed during, or after, the reading. There aretwo questions related to the reading content that can be used for extended speaking and writinglessons. These questions offer in-depth studies on reading and opportunities to connect thereading content to prior knowledge.

A Read Along Audio CD is included so that learners can listen to the speech of nativespeakers. Learners can listen to the stories exclusively or dictate the recording inclusively withdictation worksheets. The dictation worksheets are available from the Teacher’s Guide Book orat http://www.redbricks.co.kr.

B r i c k s R e a d i n g 1

6

My brother Ben is a ten-month-old

boy. He can’t walk. He can’t talk.

But he can do many things. Do you

know what Ben can do?

Ben can go walking with us. He can

ride in a stroller. He watches many

things with his eyes open. He takes a

nap with his eyes closed.

Ben can express his feelings. He cries

when he is hungry or unhappy. He

laughs when he is full or happy. He

frowns when he goes number two.

Ben can fly in the air. He plays with

Dad. Dad lifts him up. Ben controls

Dad. Dad is a plane. Ben is a pilot.

What Ben Can Do

Unit 1. New Family

1

5

10

15

7

Ben can make a mural. He draws pictures

on the walls. He uses crayons and lipstick.

Nobody knows what the pictures mean. He

is an artist.

Ben can make

a song. He

plays the

piano. He makes songs. He does not look

at the notes. He is a pianist and a

composer.

Ben can keep my secrets. He just listens to them.

He never tells them to anyone. When I broke the window, Ben

did not tell Mom. He is an honest

baby.

And he can be my best friend. Ben

is only ten months old. But he can

do many things.

20

25

30

35

8

A. Match the words to the correct definitions.

1. nap • • a fact that is not told to anyone else

2. express • • to say or show what a person thinks

3. feeling • • a picture painted on a wall

4. frown • • someone who makes music

5. lift up • • an emotion such as love and anger

6. mural • • a short sleep

7. composer • • not lying or cheating in one’s friendships

8. secret • • to bring upward; raise

9. honest • • to winkle the face to show unhappiness

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

1. He is a _____________. He wrote great songs.

ⓐ pilot ⓑ policeman ⓒ nap ⓓ composer

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

ⓐ pet ⓑ song ⓒ mural ⓓ friend

3. Shh... Don’t say it to anyone. Please keep my _____________.

ⓐ food ⓑ friend ⓒ secret ⓓ stroller

4. Are you okay? I want to know your _____________.

ⓐ feeling ⓑ saying ⓒ sleeping ⓓ listening

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

ⓐ honest ⓑ ugly ⓒ angry ⓓ old

9

Unit 1. New Family

A. Check True or False.

1. Ben plays with Dad. T F

2. Ben frowns when he is happy. T F

B. Choose the best answers.

1. Who is telling the story?

ⓐ Ben’s brother ⓑ Ben’s mother ⓒ Ben’s father ⓓ Ben

2. What is the story mainly about?

ⓐ classmates ⓑ brother’s baby ⓒ Ben ⓓ school

3. What can Ben not do?

ⓐ make a song ⓑ talk ⓒ keep secrets ⓓ draw pictures

4. What is true about the story?

ⓐ Ben can fly a plane. ⓑ Ben has no friend.ⓒ Ben is a baby. ⓓ Ben can run.

C. Write the best answers.

1. How old is Ben?

________________________________________________________________

2. What does Ben use when he makes a mural?

________________________________________________________________

10

Main Idea and Supporting DetailsA story is about a main idea. Supporting details tell many thingsabout the main idea.

Choose and write what Ben can do.

Ben can do many things.Main Idea

Ben can do many things.

• lift Dad up • express his feelings • make a mural • walk • talk • fly in the air• make a song • look at the notes • keep my secrets• take notes • break a window • control a pilot

11

Complete the summary by filling in the blanks.

brother can do ten many months

My ______________ Ben is only ______________ ______________ old, but he

______________ ______________ ______________ things.

Write or say your own opinions.

What is number two in the story?

Ben can’t walk. But he can go walking with his family. How does this make sense?

Unit 1. New Family

12

I get up. I go to the kitchen. Only Grandma is there.

“Where are Mom and Dad?” Grandma smiles and answers,

“Oh, my girl. Do you know you will have a new best friend soon?”

“No. I have no idea.”

I already have many friends: Karen, Boe, Noa, and my classmates.

I don’t need more friends. I just miss my mom and dad! I have breakfast

and I go to school.

After school, I find my grandma at school. She is waiting for me in the

car. My mom is supposed to be here. What’s going on?

1

5

10

13

“Cynthia, let’s go to the hospital,” says Grandma.

“No, I don’t want to go to hospital! I am perfectly okay,” I cry out.

Grandma says, “Calm down, baby. You will see your new best friend.”

She starts driving.

When I get to the hospital, I see my

dad! My dad and grandma go to a room.

I follow them. There is a bed in the

room. My mom is in the bed. “Are you

okay? You look exhausted,” I say.

My mom says, “I am fantastic, dear.”

I look around the room. My best friend

Karen is not there. Karen is at her home!

I find something cute and small with

my mom.

“What is it? It’s so cute and small,”

I ask my mom. My mom says,

“It’s your new best friend. Cynthia, she is your baby sister.”

“Is she my baby sister? I like her!” I say.

“I will love my best friend forever. Hey, little girl, I am your sister.

Nice to meet you.”

And I kiss my baby sister.

15

20

25

30

35

Unit 1. New Family

14

A. Match the words to the correct definitions.

1. get up • • to stay to see something or someone

2. classmates • • for all time; always

3. need • • to want

4. miss • • to want to see

5. wait for • • to come or go after

6. follow • • very pretty

7. cute • • to wake up; get out of bed

8. forever • • students who are in the same class

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

1. I don’t _____________ more food. I am full.

ⓐ miss ⓑ need ⓒ drink ⓓ hate

2. Nancy will _____________ you here. She wants to see you.

ⓐ come from ⓑ ask for ⓒ wait for ⓓ go to

3. Linda is a good mother. She will love her son now and _____________.

ⓐ never ⓑ forever ⓒ only ⓓ really

4. I want to see my mom and dad. I _____________ my parents.

ⓐ like ⓑ get ⓒ miss ⓓ ask

5. The dog _____________ me to the house.

ⓐ missed ⓑ needed ⓒ looked ⓓ followed

15

A. Check True or False.

1. Cynthia does not have Mom and Dad. T F

2. Cynthia’s grandmother can drive a car. T F

B. Choose the best answers.

1. What is not true about the story?

ⓐ Grandma knows what’s happening. ⓑ The girl is a student.ⓒ Mom is sick. ⓓ Dad goes with mom.

2. Who usually picks Cynthia up?

ⓐ Grandma ⓑ Mom ⓒ Dad ⓓ baby sister

3. How does the baby look? Choose two answers.

ⓐ small ⓑ tall ⓒ cute ⓓ beautiful

4. How does Cynthia think at the end of the story?

ⓐ ‘I will love my sister for all time.’ ⓑ ‘I will love my mom more.’ⓒ ‘I like to have more classmates.’ ⓓ ‘My best friend is Boe.’

C. Write the best answers.

1. What are the names of Cynthia’s friends?

________________________________________________________________

2. Where are the mom and baby?

________________________________________________________________

Unit 1. New Family

16

Places

home

car

hospital

Events

Places and Events Events happen in specific places. You can understand the event ofthe story by the places.

Where the events happen in the story? Choose and fill out the chart.

• Cynthia gets up. • Cynthia kisses her baby sister.• Cynthia cannot find mom and dad. • Cynthia sees her mom and a cute baby.• Grandmother is waiting for Cynthia. • They go off to the hospital.

17

Complete the summary by filling in the blanks.

baby forever grandma hospital new sister

One day, Cynthia can not see her mom and dad. Her ____________ just tells her she

will have a ____________ best friend. After school, Cynthia goes to a ____________

to see her mom and dad. There is a ____________ with them. The baby is her new

best friend. Cynthia says she will love her ____________ ____________.

Write or say your own opinions.

Who was the new best friend?

How does Cynthia’s feeling change?

Unit 1. New Family

Au

dio CD Included

Tom Helm | Nancy Hollman | Carrie Wilcox | Lindsay Irvine

1

Bricks Reading with Reading Skills is a three-leveled reading course that enables learners tobuild their critical reading and comprehension skills. It is designed for pre-intermediate tointermediate learners who want to be successful readers.

Bricks Reading with Reading Skills is written by native English speaker teachers who teachin primary schools in the U.S.A, Canada, and the U.K. The themes vary from familiarsubject matters to culturally unique ones. In addition, the themes are based on cross-curricular approaches to expose learners to various subject areas: science, history, math, art,and more.

Bricks Reading with Reading Skills offers interesting and informative theme-based unitswith various formats and genres: fiction, nonfiction, letters, news articles, journals, plusmore. The formats are designed to optimize understanding of the reading contents.

F E A T U R E S

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

C O M P O N E N T S

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

Download Resources : www.redbricks.co.kr

ISBN 89-5602-655-6

Br

ic

ks

R

ea

di

ng

with

Re

ad

ing

Sk

ills

1

1