My First Writing 1 Teacher S Manual 2nd Ed

Teacher’s Manual
Characters 4
Components 6
6-Step Writing Process 8
Scope and Sequence 10
Lesson Plans 12
Workbook Answer Key 112
Grammar Worksheets 127
Grammar Worksheet Answer Key 142
Writing Correction Worksheets 146
Writing Correction Worksheet Answer Key 161
Tests 165
Lesson Plans
Unit 1 12 Unit 9 64
Unit 2 18 Writing Project 3 70
Unit 3 24 Unit 10 72
Writing Project 1 30 Unit 11 78
Writing Project 2 50 Unit 14 98
Unit 7 52 Unit 15 104
Tests
Placement Test Information 165
Placement Test 166
Unit Tests (Units 1- 9) 168
Midterm Test 177
Unit Tests (Units 10 -15) 179
Final Test 185
Test Answer Key 188
Student Book
•Systematic 6-step writing process

•Familiar topics relevant to young
learners
•Fun and instructive model passages
•An entertaining family of characters
•Colorful illustrations and real
photos
•Idea webs for making topic-related
sentences
•Exercises to develop sentence-
building skills
•Easy-to-follow writing projects
Workbook
•Exercises for sentence pattern

practice
•Review of vocabulary and grammar
•Designed to be used for homework
or self-study
6
Digital Teacher’s Manual
•Complete and detailed lesson plans

•A variety of teaching tips and
outside-the-box activity ideas
•Answer keys for the Student Book
and Workbook
•Photocopiable placement,
midterm, final, and unit tests
•Photocopiable worksheets for
every unit
www.eSmartClass.net
My First Writing Online

www.eSmartClass.net
•E-book for classroom use
•Downloadable Teacher Resources •Worksheets and Tests

- Student Book answer key
- Workbook answer key
- Digital Teacher’s Manual
- Writing correction worksheets
- Grammar worksheets
- Placement, midterm, final, and unit tests
- Answer keys for supplementary materials
- Daily lesson plans
- Award certificate
7
Warm-up
•A model passage, presented alongside a colorful
illustration of the characters, introduces the
writing topic to students.
•Students will actively participate in completing the
passage before testing their understanding of it
through a reading comprehension exercise.
Step 1
Step 2
Step 3
Word Practice
•Through various exercises, students will be exposed to useful
vocabulary and expressions that are related to the writing topic.
•Photos and illustrations are used to bring the new words to life
for students.
Grammar Practice
•Through various exercises, students will be introduced to and
be given opportunities to practice new grammar points.
•In this step, students should learn how to construct meaningful
and grammatically correct sentences.
8
Your Writing
•Students will write their own sentences about the
topic using information from the idea web they
created in Step 5.
•Students will also draw a picture of their story to
supplement their writing from a visual perspective.
Welcome to
Step 6
Step 5
Step 4
Your Idea Web

•Based on the writing topic, students will develop and
organize their ideas using an idea web like the one in Step 4.
•An illustrated word bank provides words and phrases to
support the development of students’ ideas when necessary.
Writing Practice
•Using information displayed within an idea web, students
will practice writing complete sentences. This will help to
consolidate critical sentence-building skills.
9
Unit (Writing Topic) Vocabulary Grammar
family members Be verbs (present simple)

1 My Brothers and I
words describing people adjectives
family members,
singular and plural nouns
2 My Mom and Dad occupations
Be verbs (present simple)
My words describing people
Family
different pets possessive adjectives
3 My Pet
words describing animals negative Be verbs
Writing Project 1 All about Mom and Dad Report Writing
prepositions: in, on, under

4 My Room things in a room
Be verbs (present simple)
places in school
5 My Classroom Be verbs (present simple)
class objects
My
Places prepositions: at, on, in
6 The Playground things at the playground
end punctuation
Writing Project 2 Classroom Hanger Mobile Report Writing
uildings and things in a

b
neighborhood adjectives
7 My Neighborhood
words describing there + be
buildings and places
8 My Town places and things in a town there + be

My
Town
there + be
ords describing food
w
9 At the Market count and non-count
and things
nouns
Writing Project 3 My Town Postcard Letter Writing
10
Unit (Writing Topic) Vocabulary Grammar
ords related to famous

w
have / has
10 My Favorite Character characters
adjectives
words describing people
ords related to favorite

w
11 My Favorite Thing have / has
My things
Favorites
wild animals have / has
12 My Favorite Animal
body parts adjective + noun
Writing Project 4 My Family’s Favorite Place Report Writing
ommon verbs
c
13 My Day daily routine activities
(present simple)
ommon verbs
c
14 My Dad’s Day daily routine activities
(present simple)
Doing
Things
ommon verbs
c
15 After-school Fun after-school activities
(present simple)
Writing Project 5 My Schedule Chart Writing
11
Unit 1
Objectives
• tudents can describe themselves
S
and their family members while
applying proper writing conventions.
• Students can write Be verbs in the
present simple.
Grammar
• Be verbs (present simple)
• Adjectives
Materials
• Grammar Worksheet 1
• Writing Correction Worksheet 1
• Unit 1 Test
• E-book, pages 6-11 (optional)
Lesson 1 Student Book pp. 6-9
Lead-in
Picture Talk
Materials: N/A
1. Ask students to open their books to
page 6.
2. Have students look at the picture
and ask them questions about it.
Ella Finn Cody
T: Who is older, Ella or Cody?
Ss: Cody is older.
T: What sport does Cody play?
Ss: He plays soccer.
3. Encourage students to point at the
picture when answering the
STEP 1 Warm-up
questions.
A Circle the words to complete the story.
• ave students read and complete the story by circling the correct
H
words.
• Read the completed story together after students have finished.
B Look and write the name.

• sk students to look at the pictures and write the names of the
A
characters underneath.
• Go over the answers together after students have finished.
12
B L ook and write the word.
• sk students to read the words in the
A
word bank.
• Have students look at the pictures
and fill in the blanks with the correct

words chosen from the word bank.
• Go over the answers together after
students have finished.
Teaching Tip
• Before students look at the options in
girl boy sisters
the word bank, have them try to answer
as many questions as they can first.
Extension Activity
brothers brother sister
Spelling Sprint
Materials: a board, markers
1. Divide students into two teams.
2. Ask one student from each team to
come up to the board.
3. Call out one word covered in Step 2.
For example, funny.
4. Have each student write the word
on the board as quickly as they can.
funny pretty happy 5. The first student to write the
word on the board with the correct
spelling gets a point for their team.
6. Repeat steps 2-5 with new students.
The team with more points at the
end wins!
smart tall short
STEP 2 Word Practice
A Choose and write the word.

• Have students turn to page 7.
• Ask students to read the words in the word bank.
• Have students complete the sentences by filling in the blanks with the
correct words chosen from the word bank.

13
STEP 3 Grammar Practice
A Write am, is, or are.

• Go over the pictures representing
is
each Be verb with students.
am
• Ask students to read and complete
the sentences using the correct Be are

verbs.
are
students have finished. is
am
are
B C
ircle the number and is
say the sentences.

• o over the words given under
G
Subject, Verb, and Others with
students.
• Ask students to circle the number of
sentences that they can make with

the first subject, I.
• If necessary, ask students questions
to guide them along.

T: Can I write I is a student?
Ss: No, you cannot.
T: Can girls follow I am? Why not?
Ss: No, it cannot. It is plural.
• Then have students say the sentences
out loud.
• Repeat the same steps for the
subjects Tom and We.

• Here are the sentences that can be
made with each subject: Extension Activity Hot Potato

① – 2 sentences Materials: a ball
I am a student. 1. Ask students to stand in a circle and give one student the ball.
I am tall. 2. Have students pass the ball around and around to each other as fast as
② Tom – 2 sentences they can.
Tom is a student. 3. Before students can pass the ball, however, they must first say one
Tom is tall. sentence that uses a conjugated Be verb. For example, You are funny.
③ We – 2 sentences 4. If students cannot say a sentence within five seconds or do not use the
Be verb correctly, they are out and must sit down. The last student left
We are girls.
standing wins!
We are tall.
14
B L ook and write the
sentences using the
correct Be verb.
• sk students to look over the
A
information in the completed idea
web.
• Have students write the sentences
Ella Kibbits
using the given information and the
correct Be verb.
a girl • Go over the answers together after

eight years old
Wrap-up
pretty Materials: N/A
page 6.
and read the text silently for 30
seconds.
3. Have students cover the text with a
piece of paper.
4. Ask students to take turns making a
sentence about the picture.
S1: Ella is a girl.
S2: Ella is pretty.
S3: Finn is nine years old.
S4: Finn and Cody are funny.
I am Sam Lee. is my sister.
I am a boy. is ten years old.

Homework
I am nine years old. She is smart.
>> Workbook 1: pages 4 - 7
Answer Key on page 112
>> Grammar Worksheet 1
Photocopiable from page 127
STEP 4 Writing Practice Answer Key on page 142
A Read and complete the idea web.

• Ask students to read the sentences and fill in the idea web bubbles
accordingly, omitting the Be verbs.

15
Lesson Link
Sentence Factory
1. Divide students into two teams and
Julie Lee my brother
have each team line up facing the
board.
2. In between the two teams, write
one word covered in Lesson 1 on
the board. For example, funny.
3. Have the first student in each line, a girl Tom nine years old
as quickly as possible, write a
sentence on the board that uses
that word. For example, She is
funny.
4. The first student to write a proper
sentence using that word gets a eight years old funny
point for their team.
5. Repeat steps 2-4 with the next *Answers may vary.
students in line. The team with
more points at the end wins!
Lead-in
Brainstorming
Materials: a board, a marker
1. Before students have opened their
books to page 10, go over the topic
of the idea web with them.
2. Write the topic on the board.
3. Ask students questions about the
topic to help elicit ideas that they
might be able to use in their idea
web.
T: How old is your brother/sister? STEP 5 Your Idea Web
Ss: He/She is nine years old.
T: What is your brother/sister like? > Make your idea web about yourself and your
Ss: He/She is smart.
brother or sister.
4. Write the ideas down and draw
lines connecting them with the • Have students open their books to page 10.
topic. • Following the example in Step 4, ask students to complete the idea
5. Once the brainstorming web is web by coming up with their own words.
complete, go over the words • Tell students they may refer to the word bank for helpful suggestions
together.
when necessary.
• After students have finished, ask them to share some of their ideas
with the class.

T: Which ideas did you write down?
Ss: He is smart and funny.
16
Teaching Tip: Peer Editing
• After students have finished writing
out their story in Step 6, have them

exchange their books with a partner.
• Ask students to check their partner’s
writing according to the writing

checklist and provide feedback to each
other.
Extension Activity
Show and Tell

Materials: N/A
1. Choose three students to present
their stories to the class.
2. One at a time, ask each student
Brother to come to the front and show the
picture of their story to the class.
Julie Lee. 3. After showing their picture, have
the students tell the class about
I am a girl. themselves and their brother or
sister by reading their story.
I am eight years old.
Tom is my brother.
Wrap-up
He is nine years old.
>> Unit 1 Test
He is funny. Photocopiable from page 168
*Answers may vary. Answer Key on page 188
Homework
>> W
riting Correction Worksheet 1
STEP 6 Your Writing
> Look at your idea web in Step 5. Draw and write

your story.
• Ask students to draw a picture that represents their ideas from Step 5.
• Then ask students to write out their ideas in full sentences to complete
their story.
• Have students check their writing conventions by completing the writing
checklist.
17
Unit 2
Objectives
• tudents can describe themselves
S
and their family members while
applying proper writing conventions.
present simple.
• Students can write both singular and
plural nouns.
Grammar
• Singular and plural nouns
She
Materials
She
• Unit 2 Test
He
He
Lead-in
Picture Talk
Materials: N/A
page 12.
T: Is Ella’s mom a police officer?
Ss: No, she is a doctor.
T: Is Ella’s dad smart?
Ss: Yes, he is smart.
STEP 1 Warm-up
picture when answering the A Write He or She to complete the story.
questions. • ave students read and complete the story by writing He or She in the
H
blanks.
B Check True or False.

• Ask students to read the sentences and check True or False.
18
B Look and write the word.
A
word bank.

Teaching Tip
doctor artist teacher
Extension Activity
nurse businessman farmer
Word Link
1. Write the name of one of the jobs
covered in Step 2 on the board. For
example, farmer.
2. As a reference, ask students to look
at the corresponding picture on
page 13.
young old 3. Have students call out as many
words as they can think of that
are related to the job written on
the board. For example, for farmer,
students might call out fruits,
vegetables, animals, food, farm,
and so on.
strong kind busy 4. As students call out the words,
write them on the board. See how
many related words students can
think of!
5. If necessary, ask students questions
STEP 2 Word Practice to guide them along.
T: What does a farmer grow?
A Choose and write the word. Ss: Fruits and vegetables!
T: Where can you see farmers?
Ss: On a farm!

19
A R
ead and circle the
correct word(s).
singular and plural nouns with

students.
• Ask students to read the sentences
with each answer option.

• Have students circle the correct
words to complete the sentences.

B C
ircle the mistake. Write
the correct sentence. My sister is a student.
• Have students read the sentences.
I am nine years old.
• Ask students to find and circle the
mistakes among the words that are They are my teachers.
underlined. My grandpa is strong.

• Then have students write the correct
My dad is a truck driver.
sentences.
• If necessary, ask students questions My brothers are funny.
to guide them along. She is a doctor.
T: What is missing between is and
He is 40 years old.
student?
Ss: An a is missing.
T: Should year be singular or plural?
Ss: It should be plural.
• Go over the answers together
Extension Activity Football
after students have finished.
Materials: a board, a marker, a token
2. Draw a playing field like the one to the left on the board. Place a token on
the halfway line.
Playing Field 3. Write I, You, She, He, We, and They on the board. Alternately ask teams to
make a sentence using one of the pronouns and the teacher’s cue word.
T: Inventors. S1: They are inventors.
T: A doctor. S2: She is a doctor.
4. When teams answer correctly, move the token one line closer to the
GOAL LINE
GOAL LINE
TOKEN opposing team’s goal line. When teams answer incorrectly, move the token
one line closer to that team’s own goal line.
5. A team scores when the token reaches the other team’s goal line. When a
team scores, move the token back to the halfway line and start again. The
team with more goals at the end wins!
20
sentences using the
correct Be verb.
A
web.
a doctor • Have students write the sentences

correct Be verb.
38 years old

kind
Wrap-up
Asta Kibbits Materials: N/A
page 12.
seconds.
piece of paper.
S1: Ella’s mom is a doctor.
S2: Ella’s mom is kind.
S3: Ella’s dad is an inventor.
S4: Ella’s dad is smart.
is a nurse. My dad is a teacher.
She is kind. is busy.

Homework
She is 37 years old. He is 38 years old.
>> Workbook 1: pages 8 -11


21
Lesson Link
Sentence Factory
a businesswoman an artist
board.
one key word covered in Lesson 1
on the board. For example, artist.
3. Have the first student in each line, busy strong
that word. For example, My dad is
an artist.
sentence using that word gets a 36 years old 40 years old
Lead-in
Brainstorming
web.
T: What does your dad/mom do? STEP 5 Your Idea Web
Ss: He/She is a teacher.
T: What is your mom/dad like? > Make your idea web about your mom and dad.
Ss: She/He is kind.
• Have students open their books to page 16.
• Following the example in Step 4, ask students to complete the idea
lines connecting them with the
topic. web by coming up with their own words.
5. Once the brainstorming web is • Tell students they may refer to the word bank for helpful suggestions
complete, go over the words when necessary.

together. • After students have finished, ask them to share some of their ideas
with the class.

Ss: My mom is busy/young/an artist.
22


other.
Extension Activity
Show and Tell

Materials: N/A
to come to the front and show the
a businesswoman. 3. After showing their picture, have
is busy. their mom and dad by reading their
story.
She is 36 years old.
an artist.
Wrap-up
is strong.
>> Unit 2 Test
He is 40 years old. Photocopiable from page 169
Homework
>> W
STEP 6 Your Writing

your story.
their story.
checklist.
23
Unit 3
Objectives
• tudents can describe pet animals
S
while applying proper writing
conventions.
negative form.
• Students can write possessive
adjectives.
Grammar
• Be verbs (negative)
• Possessive adjectives is
Materials
big
• Unit 3 Test are
short
Lead-in
Picture Talk
Materials: N/A
page 18.
T: What color is Star?
Ss: Star is blue and purple.
T: Is his tail long?
Ss: No, his tail is short.
STEP 1 Warm-up
picture when answering the A Write the words to complete the story.
questions. • ave students read and complete the story by writing the correct words
H
chosen from the word bank.
B Read and match.

• Ask students to read and correctly match the parts of each sentence.
24
B Look and write the word.
A
word bank.

Teaching Tip
long short cute
Extension Activity
big small round
Pictionary
1. Ask one student to come up to the
board.
2. Whisper a word covered in Step 2
to the student. For example, eyes.
3. Have the student draw a picture
that represents the given word.
4. Ask students to guess which word
eyes legs ears the picture represents. The first
student to correctly guess the word
gets to become the next drawer.
5. Repeat steps 2-4, ideally until all
students have had a chance to be
the drawer.
tail body nose
A Choose and write the word.


25
A Write Her, His, or Its.

each possessive adjective with

students. His

His
the sentences using the correct
possessive adjectives.
students have finished. Her
Her
B C
ircle am not, is not, or
are not.
Its
• sk students to read the sentences
A
with each answer option. Its


T: Is nose singular or plural?
Ss: It is singular.
T: Is eyes singular or plural?
Ss: It is plural.
Extension Activity Tic-Tac-Toe

1. Divide students into two teams: Team X and Team O.
2. Draw a large 3x3 grid on the board.
3. Ask one student from each team to come to the board.
4. Write Her, His, and Its on the board. Alternately ask each student to make
a sentence with one of the possessive adjectives and the teacher’s cue
word.
T: Jake. S1: His name is Jake.
T: Strong. S2: Its body is strong.
5. If the student answers correctly, they may put their team’s shape (X or O)
into one space on the grid. If a student answers incorrectly, their team
misses a turn.
6. Continue playing with new pairs of students. The first team to make a line
of three wins!
26
sentences using the
correct Be verb.
A
web.
my pet
correct Be verb.
blue and purple • Go over the answers together after

big
Wrap-up
strong Materials: N/A
page 18.
seconds.
piece of paper.
S1: Star is a turtle.
S2: Star is blue and purple.
S3: Star is slow.
S4: Star is very cute.
is my hamster. are small.
is brown and white. Her legs are short.

Homework
She is cute. Her body is round.


27
Lesson Link
Sentence Factory
1. Divide students into two teams and turtle body round
board.
one key word covered in Lesson 1
green and yellow Shelly eyes small
on the board. For example, cute.
3. Have the first student in each line,
that word. For example, It is cute. pretty tail short
sentence using that word gets a *Answers may vary.
5. Repeat steps 2-4 with the next
Lead-in
Brainstorming
web.
T: Are your pet’s eyes small?
Ss: No, they are not. They are big. STEP 5 Your Idea Web
T: Is your pet’s tail long?
Ss: Yes, her tail is long. > Make your idea web about your pet.
topic.
together. when necessary.

with the class.

Ss: My cat is black and pretty.
28


other.
Extension Activity
Show and Tell

Materials: N/A
Shelly to come to the front and show the
Shelly is my turtle. 3. After showing their picture, have
She is green and yellow. their pet by reading their story.
She is pretty.
Her body is round. Wrap-up
Her eyes are small. >> Unit 3 Test

Her tail is short. Answer Key on page 188
*Answers may vary.
Homework
>> W
>> Writing Project 1
STEP 6 Your Writing Have students bring a picture of
their mom or dad with them next
class.
your story.
their story.
checklist.
29
Writing Project 1
Style
• Report Writing
Grammar
• tudents can write a report of their
S
mom or dad using descriptive words
that they learned in Units 1-3.
Materials
• tudents’ pictures of their mom or dad
S
• Glue
• Pencils
Lead-in
Guess who?
Materials: Students’ pictures, paper,
pencils
1. Collect all of the pictures that
students brought into class of their
mom or dad.
2. Have students sit down in a group,
each holding a piece of paper and a
pencil.
3. One by one, hold up a picture and
give students time to look at it
closely.
4. Ask students to guess whose parent
they think is in the picture by
writing the student’s name on their
piece of paper. STEP 1 Preparation
5. Once all students have finished
writing, ask them to show their B Project Model
answers.
6. Students that guess correctly get
• Draw students’ attention to the project model.
a point. The student with the most
• Ask students questions about the person in the picture.
points at the end wins!
7. Return all of the pictures to T: How old is she?
students. Ss: She is 36 years old.
T: What is her job?
Ss: She is a nurse.
• Read the sentences in the passage together with students.
30
Extension Activity
Show and Tell

Materials: N/A
their projects to the class.
2. One at a time, ask each student to
Dad come to the front and show their
picture of their mom or dad to the
Kelly Kim class.
3. After showing their picture, have
their mom or dad by reading what
they wrote.
Wrap-up
Guess what?
Materials: N/A
1. Have students sit down in a group.
2. One by one, ask each student to
come up to the front.
3. Have the student act out the job of
their parent.
4. Ask students to guess what job they
dad's Fred Kim think it is by calling out their
He 38
answer.
5. The first student to correctly guess
dad the job gets a point. The student
with the most points at the end
He doctor
wins!
He kind and smart
*Answers may vary.

Homework
• Ask students to share their project
with the parent whom they wrote
STEP 2 Writing about.
• Have students report back next
C Your Project class describing their parent’s

reaction to the project.
• Ask students to glue their picture of their mom or dad in the frame.
• Have students write about their mom or dad by filling in the blanks with
the appropriate details.
Teaching Tip
• If students were unable to bring a picture with them to class, have them
draw a picture of their mom or dad in the frame instead.
31
Unit 4
Objectives
• tudents can describe their room
S
conventions.
present simple.
• Students can use the prepositions in,
on, and under in their writing.

Grammar
• Prepositions: in, on, under
Materials
• Unit 4 Test
Lead-in
Picture Talk
Materials: N/A
page 26.
T: Where are the toys?
Ss: The toys are in the toy box.
T: Is the room messy?
Ss: No, it is not. It is clean.
STEP 1 Warm-up
picture when answering the A Circle the words to complete the story.
questions. • ave students read and complete the story by circling the correct
H
words.

32
B Look and circle the word.
• ave students look at the pictures and
H
circle the correct words to complete
the sentences.
Extension Activity
Spelling Sprint
For example, bookcase.
5. The first student to write the
8 9 7 6 4
1 2 5 10 3 6. Repeat steps 2-5 with new students.
end wins!
A Look and write the number.

• Ask students to read the words and look at the picture.
• Have students fill in the spaces beside each word with the correct
numbers.
Teaching Tip
• Ask students to describe each item in the picture with an adjective.
33
A Write in, on, or under.

• Go over the pictures with students.
the sentences using the correct

prepositions.
on in
B C
ircle the number and under under
say the sentences. on in

G
students.

the first subject, My room.

T: Can I write My room are...?
Why not?
Ss: No, My room is singular.
out loud.
subjects My pillow and My books.

made with each subject:

① My room – 1 sentence
My room is clean. Extension Activity Hot Potato
② My pillow – 3 sentences Materials: a ball
My pillow is under the bed. 1. Ask students to stand in a circle and give one student the ball.
My pillow is on the shelf. 2. Have students pass the ball around and around to each other as fast as
My pillow is clean. they can.
③ My books – 3 sentences 3. Before students can pass the ball, however, they must first say one
My books are under the bed. sentence that uses a preposition. For example, My socks are on the bed.
My books are on the shelf. 4. If students cannot say a sentence within five seconds or do not use the
preposition correctly, they are out and must sit down. The last student left
My books are clean.
standing wins!
34
Wrap-up
Materials: N/A
page 26.
seconds.
piece of paper.
S1: The room is clean.
S2: The toys are in the toy box.
S3: The socks are in the drawer.
S4: The clothes are in the closet.
Homework
is clean.
are on the shelf.
My clothes are in the closet.
My toys are in the toy box.
My bag is under the desk.
My cat is on the bed.
STEP 4 Writing Practice
> Look and write the sentences using the correct Be

verb.
• Ask students to look over the information in the completed idea web.
• Have students write the sentences using the given information and the
correct Be verb.
35
Lesson Link
Sentence Factory II
books on the bed
board.
socks in the toy box
one jumbled word covered in
Lesson 1 on the board. For example,
acrhi to represent chair.
messy pillow on the chair
3. After unscrambling the word, have
the first student in each line write a
that word. toys in the closet
sentence using that word gets a
point for their team. clothes under the desk
*Answers may vary.
Lead-in
Brainstorming
web.
T: Is your room clean? STEP 5 Your Idea Web
Ss: No, it is not. It is messy.
T: Where are your books? > Make your idea web about your room.
Ss: My books are under the bed.

with the class.

Ss: My room is messy. My books are on the shelf.
36


other.
Extension Activity
Show and Tell

Materials: N/A
My Room to come to the front and show the
My room is messy. 3. After showing their picture, have
My books are on the bed. their room by reading their story.
My socks are in the toy box.
My pillow is on the chair. Wrap-up
My toys are in the closet. >> Unit 4 Test

My clothes are under the desk. Answer Key on page 188
*Answers may vary.
Homework
>> W
STEP 6 Your Writing

your story.
their story.
checklist.
37
Unit 5
Objectives
• tudents can describe their
S
classroom while applying proper
writing conventions.
present simple.
• Students can use the prepositions in
and on in their writing.

Grammar
• Prepositions: in, on It is large and bright.
Materials
• Unit 5 Test

Our bags are under the chairs.
She is in the hallway.
Lead-in
Picture Talk
No
Materials: N/A
1. Ask students to open their books Yes
to page 32.
No
T: Is the classroom big or small?
Ss: The classroom is big.
T: Where are the bags?
Ss: The bags are under the chairs.
STEP 1 Warm-up
picture when answering the A Write the sentences to complete the story.
questions. • ave students read and complete the story by writing the correct
H
sentences in the blanks.
B Write Yes or No.

• Ask students to read the questions and write Yes or No.
38
B Look and circle the word.
H
circle the correct words.
Extension Activity
Word Link
1. Write the name of one of the
classroom items covered in Step 2
on the board. For example, clock.
page 33.
3. Have students call out as many
words as they can think of that
are related to the classroom item
clock picture
written on the board. For example,
whiteboard bulletin board for clock, students might call out
time, circle, hour, minute, watch,
map mat
and so on.
4. As students call out the words,
think of!
T: What shape is a clock?
Ss: It is a circle!
T: What does a clock tell?
Ss: Time!
A Choose and write the word(s).


Teaching Tip
• Have students say where the items from the word bank are in their
classroom.
39
A Write on or in.
• Go over the pictures and sentences
with students.
• Ask students questions to guide
them along.
T: Where are the lights?
Ss: The lights are on the ceiling.
on on
T: Where are the boys?
Ss: The boys are in the hallway.
• Have students write on or in to
complete the sentences.

in on
B Circle the correct word(s).

• ave students read the sentences
H
• Ask students to circle the correct


the halfway line.
Playing Field 3. Write on and in on the board. Alternately ask teams to make a sentence
using one of the prepositions and the teacher’s cue word.
T: The hallway. S1: They are in the hallway.
T: The floor. S2: The mat is on the floor.
GOAL LINE
GOAL LINE
40
sentences using the
correct Be verb.
A
web.
large and great
correct Be verb.
on the wall • Go over the answers together after

The map on the wall
Wrap-up
Our books on the desks
Materials: N/A
page 32.
seconds.
piece of paper.
S1: The whiteboard is on the wall.
S2: The books are on the desks.
S3: The teacher is not in the
classroom.
is wonderful. The lights are on the ceiling.
S4: The classroom is large and
bright.
is big and clean. The mat is on the floor.
The bulletin board is on the wall. The books are in the bookcase.
Homework
STEP 4 Writing Practice >> Grammar Worksheet 5

41
Lesson Link
Sentence Factory II
pictures on the wall
board.
one jumbled word covered in great
lights on the ceiling
lcokc to represent clock.
3. After unscrambling the word, have
sentence on the board that uses map on the wall
large and bright
that word.
sentence using that word gets a
point for their team. chairs on the floor
*Answers may vary.
Lead-in
Brainstorming
web.
T: How is your classroom?
STEP 5 Your Idea Web
Ss: My classroom is wonderful.
T: Where is the clock? > Make your idea web about your classroom.
Ss: The clock is on the wall.
• Tell students they may refer to the word bank for helpful suggestions
5. Once the brainstorming web is
with the class.

Ss: My classroom is small. The map is on the floor.
42


other.
Extension Activity
Show and Tell

Materials: N/A
My Classroom come to the front and show the
My classroom is great. 3. After showing their picture, have
It is large and bright. their classroom by reading their
story.
The pictures are on the wall.
The lights are on the ceiling.

Wrap-up
The map is on the wall.
>> Unit 5 Test
The chairs are on the floor. Photocopiable from page 172
Homework
>> W
STEP 6 Your Writing

your story.
their story.
checklist.
43
Unit 6
Objectives
• tudents can describe a playground
S
setting while applying proper writing
conventions.
• Students can use the prepositions at,
on, and in in their writing.

• Students can use end punctuation in
their writing.
Grammar
playground
• Prepositions: at, on, in
• End punctuation
Materials on
• Unit 6 Test

are
fun
Lead-in
Picture Talk
Materials: N/A
page 38.
T: Where is Cody?
Ss: He is on the monkey bars.
T: Are they happy?
Ss: Yes, they are happy.
STEP 1 Warm-up
picture when answering the A Write the words to complete the story.
questions. • ave students read and complete the story by writing the correct words
H
B Read and match.

44
B C
hoose and write the
word. Discuss your choices.
A
word bank.
• Have students complete the sentences
by filling in the blanks with the correct

• Once students have finished, discuss
their answer choices with them.

T: Why did you choose happy for
question number one?
Ss: The playground is fun.
T: Why did you choose long for
question number two?
Ss: Seesaws are long rectangles.
Extension Activity
bench swings
Pictionary
slide sandbox Materials: a board, a marker
monkey bars seesaw
board.
to the student. For example, seesaw.
*Answers may vary.
happy
long the picture represents. The first
big
fun 5. Repeat steps 2-4, ideally until all
the drawer.
A Look, read, and write the word(s).

• Ask students to read the words in the word bank and look at the picture.
• Have students read and complete the sentences by filling in the blanks
with the correct words chosen from the word bank.

Teaching Tip
• Before students look at the picture, have them draw a picture of each
word in the word bank.
45
A Write at, in, or on.

the sentences by writing at, in, or on.

at in
B C
ircle the correct
punctuation. Discuss your
choices.
• o over the three types of
G
punctuation marks with students. on on
with each kind of punctuation mark.

Ss: Are you happy. Are you happy? *Answers may vary.
Are you happy!
punctuation mark to complete the

sentences.
• Once students have finished, discuss
their answer choices with them.

T: Why did you choose a question
mark for question number one?
Ss: Are is before you.
T: Why did you choose an
exclamation mark for question
number four?
Ss: Wow is an exciting word.
• When discussing answer choices
with students, explain that Materials: a board, a marker
exclamation marks and periods may 1. Divide students into two teams: Team X and Team O.
both be used in some cases. 2. Draw a large 3x3 grid on the board.
4. Write at, in, and on on the board. Alternately ask each student to make
a sentence with one of the prepositions and the teacher’s cue word.
T: The swing. S1: She is on the swing.
T: The sandbox. S2: They are in the sandbox.
misses a turn.
of three wins!
46
sentences using the
correct Be verb.
A
web.
fun
correct Be verb.
Cody on the monkey • Go over the answers together after
bars
Finn on the swing
Wrap-up
Poly and I on the seesaw
Materials: N/A
page 38.
seconds.
piece of paper.
S1: Cody is on the monkey bars.
S2: Finn is on the swing.
S3: The playground is fun.
S4: Poly and Ella are on the
The playground is fun. Jack and I are on the seesaw.
seesaw.
Tom is on the slide. are happy too.
is happy. Homework
STEP 4 Writing Practice Photocopiable from page 132

47
Lesson Link
Sentence Factory II
1. Divide students into two teams and on the
have each team line up facing the monkey bars
board. Jason
2. In between the two teams, write happy

one jumbled word covered in
esldi to represent slide. in the sandbox
3. After unscrambling the word, have Tina
happy
wonderful
that word.
4. The first student to write a proper on the swings
sentence using that word gets a Sophia and I
happy too
students in line. The team with *Answers may vary.
Lead-in
Brainstorming
web.
T: How is the playground? STEP 5 Your Idea Web
Ss: It is great!
T: What do you do at the > Make your idea web about yourself and your
playground? friends at the playground.
Ss: We play in the sandbox.
4. Write the ideas down and draw • Have students open their books to page 42.
lines connecting them with the • Following the example in Step 4, ask students to complete the idea

with the class.

Ss: Sid and I are on the swings. We are happy.
48


other.
Extension Activity
Show and Tell

Materials: N/A
The Playground to come to the front and show the
The playground is wonderful.
Jason is on the monkey bars. the students tell the class about
themselves and their friends at the
He is happy.
playground by reading their story.
Tina is in the sandbox.
She is happy.
Wrap-up
Sophia and I are on the swings.
>> Unit 6 Test
We are happy too. Photocopiable from page 173
Homework
>> W
STEP 6 Your Writing >> Writing Project 2

Have students bring a clothes
hanger with them next class.
your story.
their story.
checklist.
49
Writing Project 2
Style
• Report Writing
Grammar
• tudents can write a report of their
S
classroom using descriptive words
that they learned in Units 4-6.
Materials
• Photocopies of project template
• Students’ clothes hangers
• Pencils
• Colored pencils
• Scissors
• String
Lead-in
I Spy
Materials: paper, pencils
1. One by one, have students take
turns coming up to the front.
2. Ask the student at the front to
secretly choose one item in the
classroom and whisper the word to
the teacher.
3. Then have the student call out the
first letter of their chosen item to
the class. For example, I spy
something that starts with b.
4. Ask students to look around the STEP 1 Preparation
classroom and guess what the item
is by writing the word down on a B Project Model
piece of paper.
5. Once finished, have students reveal
their guesses. Students that guess
• Ask students questions about the picture of the classroom.
correctly get a point.
6. After all students have had a turn to T: Where is the clock?
choose an item, the student with Ss: It’s on the wall.
the most points wins! T: Are the pictures in the wall?
Ss: No, they are not. They are on the wall.
50
Extension Activity
Show and Tell

Materials: N/A
Mike Chang come to the front and show their
hanger mobile to the class.
3. After showing their hanger mobile,
have the students tell the class
about their classroom by reading
what they wrote.
Wrap-up
I Fly
Materials: Students’ hanger mobiles
1. Help students hang their hanger
mobiles up around the classroom.
Tell students to pretend they are now
‘up in the clouds.’
*Answers may vary. 2. One by one, have students take turns
coming up to the front.
3. Ask the student at the front to
classroom
secretly choose one item in the
large and great classroom and whisper the word to
the teacher.
The clock on the wall
4. Then have the student call out the
The whiteboard on the wall too color and location of their chosen
item. For example, I fly somewhere
My teacher in the classroom that is orange and on the wall.
5. Ask other students to look around the
classroom and ‘fly’ (move) to the item
that they think it is. Each student may
only take one ‘flight’ (guess).
6. Students that guess correctly get a
STEP 2 Writing point. After all students have had a
turn to choose an item, the student
C Your Project with the most points wins!
• ave students turn to page 45.
H
• Hand out the photocopies of the project template to students.
• Ask students to draw and write about their classroom in the given
Homework
spaces. • Ask students to share their project
• Have students cut out their title, drawing, and writing, and attach them with their parents.
• Have students report back next
to their clothes hanger using string.
class describing their parents’
reaction to the project.
51
Unit 7
Objectives
• tudents can describe their
S
neighborhood while applying proper
• Students can write sentences that
combine There with Be verbs.

Grammar
• Adjectives
• There + Be verbs
is
Materials
are
• Writing Correction Worksheet 7 red
• Unit 7 Test
fun
Lead-in
Picture Talk
Materials: N/A
page 46.
T: What is in the neighborhood?
Ss: There are many pretty houses.
T: What color is the school?
Ss: It is white.
STEP 1 Warm-up
questions.
A Write the words to complete the story.
• ave students complete the story by writing the correct words chosen
H
from the word bank.
B Read and match.

• sk students to read and correctly match the parts of each sentence.
A
52
B L ook and circle the correct
word.
H
circle the correct words.
Extension Activity
Spelling Sprint
5 2 1 For example, school.
4 6 3
5. The first student to write the
end wins!
A Look and write the number.

• Ask students to read the words and look at the picture.
• Have students fill in the spaces beside each word with the correct
numbers.
Teaching Tip
• Ask students to describe each item in the picture with an adjective.
53
A Write There is or There are.

There is
There is and There are with students.
There are
the sentences using There is or There There are

are.
There is
students have finished. There are
There are
There is
B C
ircle the number and There is
say the sentences.

G
students.

the first subject, It.

T: Which is correct: It is or It are?
Ss: It is is correct.
T: It is small houses. is wrong. Why?
Ss: Small houses is plural.
out loud.
subjects Amy and There.

made with each subject: Extension Activity Hot Potato

① t – 1 sentence Materials: a ball
It is a fun place. 1. Ask students to stand in a circle and give one student the ball.
② Amy – 1 sentence 2. Have students pass the ball around and around to each other as fast as
Amy is a pretty girl. they can.
③ There – 3 sentences 3. Before students can pass the ball, however, they must first say one
There is a pretty girl. sentence that uses There is or There are. For example, There are stores.
There is a fun place. 4. If students cannot say a sentence within five seconds or do not use There
is or There are correctly, they are out and must sit down. The last student
There are small houses.
left standing wins!
54
sentences using the
correct Be verb.
A
web.
wonderful
correct Be verb.
many pretty
houses • Go over the answers together after

a school
Wrap-up
a playground Materials: N/A
page 46.
seconds.
piece of paper.
S1: Poly’s house is blue.
S2: Ella’s house is red.
S3: The school is white.
S4: There is a playground.
My neighborhood is great. There is a small bookstore.
is a playground. It is pretty.
Homework
is fun. There are two ice cream stores


55
Lesson Link
Sentence Factory III
have each team line up facing the wonderful
board.
one noun and one adjective covered
in Lesson 1 on the board. For
a park old
example, store and small.
3. Have the first student in each line
write a sentence on the board that
buildings tall
uses those words. For example,
There is a small store.
sentence using those words gets a a school pretty

*Answers may vary.
Lead-in
Brainstorming
web.
T: How is your neighborhood? STEP 5 Your Idea Web
Ss: It is pretty.
T: What is in your neighborhood? > Make your idea web about your neighborhood.
Ss: There are new stores.

with the class.

Ss: There is a new park. It is wonderful.
56


other.
Extension Activity
Show and Tell

Materials: N/A
My Neighborhood come to the front and show the
My neighborhood is wonderful.
There is a park. the students tell the class about
their neighborhood by reading their
It is old.
story.
There are buildings.
They are tall.

Wrap-up
There is a school.
>> Unit 7 Test
It is pretty. Photocopiable from page 174
Homework
>> W
STEP 6 Your Writing

your story.
their story.
checklist.
57
Unit 8
Objectives
• tudents can describe their town
S
conventions.

Grammar
Materials
• Unit 8 Test
Lead-in
Picture Talk
Materials: N/A
page 52.
T: Is the town hall round?
Ss: Yes, it is.
T: What colors are the buses and
cars?
Ss: They are blue, red, yellow,
and green.
STEP 1 Warm-up
questions. A Circle the words to complete the story.
H
words.

• sk students to read the sentences and check True or False.
A
58
Extension Activity
Word Link
1. Write the name of one of the places
example, movie theater.
page 53.
words as they can think of that are
related to the place written on the
board. For example, for movie
theater, students might call out
popcorn, soda, candy, 3D, fun, and
so on.
4. As students call out the words,
think of!
T: What do you eat at the movie
theater?
Ss: Popcorn and candy!
T: Do you like the movie theater?
Ss: Yes, it’s fun!
train station library
movie theater bank
museum town hall
shopping mall post office
> Look and write the word(s).

• Ask students to read the words in the word bank and look at the picture.

Teaching Tip
• Have students name real examples in their town of each of the words in
the word bank.
59
A Circle the correct word(s).

singular and plural nouns with

students.
• Ask students questions to guide them
along.
T: When do we write a before the
noun?
Ss: When there is only one.
T: When do we write houses?
Ss: When there is more than one.
• Have students read the sentences


There is
There are
There is
There are
B Write There is or There are.
There are
• ave students write There is or There
H
are to complete the sentences. There is
There is
There are

the halfway line.
Playing Field 3. Write There, They, and It on the board. Alternately ask teams to make a
sentence using one of the words on the board and the teacher’s cue word.
T: New stores. S1: There are new stores.
T: A park. S2: There is a park.
GOAL LINE
GOAL LINE
60
sentences using the
correct Be verb.
A
web.
my town
the Blueberry
correct Be verb.
Town Hall • Go over the answers together after

a new bank
Wrap-up
many buses
and cars Materials: N/A
page 52.
seconds.
piece of paper.
S1: Blueberry Town Hall is a
round building.
S2: The bank is an orange
building.
My city is very big. There is a movie theater.
S3: There are many buses and
cars.
is a museum. It is old and beautiful. S4: The buses and cars are blue,
red, yellow, and green.
is a great place. There are many fun places.
Homework
A Read and complete the idea web. >> Grammar Worksheet 8

• Have students turn to page 55. Answer Key on page 143

61
Lesson Link
have each team line up facing the very small
board.
in Lesson 1 on the board. For a new
a city hall building
example, bank and old.
write a sentence on the board that yellow
many banks buildings
uses those words. For example, It is
an old bank.
large and
sentence using those words gets a a park beautiful
*Answers may vary.
Lead-in
Brainstorming
web.
T: Is your town big or small? STEP 5 Your Idea Web
Ss: My town is small.
T: What is in your town? > Make your idea web about your town or city.
Ss: There is an art museum.

with the class.

Ss: My town is great. There is a big library.
62


other.
Extension Activity
Show and Tell

Materials: N/A
My City come to the front and show the
My city is very small.
There is a city hall. the students tell the class about
their town or city by reading their
It is a new building.
story.
There are many banks.
They are yellow buildings.

Wrap-up
There is a park.
>> Unit 8 Test
It is large and beautiful. Photocopiable from page 175
Homework
>> W
STEP 6 Your Writing

your story.
their story.
checklist.
63
Unit 9
Objectives
• tudents can describe a market
S
setting while applying proper writing
conventions.

• Students can write count and non-
count nouns.
Grammar
• Count and non-count nouns
Materials is
• Unit 9 Test

fresh
pretty

are
Lead-in
Picture Talk
No
Materials: N/A
1. Ask students to open their books to Yes
page 58.
Yes
T: How do they feel?
Ss: They are excited and happy.
T: Are the vegetables old?
Ss: No, they are not. They are
STEP 1 Warm-up
fresh.
3. Encourage students to point at the A Write the words to complete the story.
picture when answering the • ave students read and complete the story by writing the correct words
H
questions.
B Write Yes or No.

64
B C
hoose and write the word.
A
word bank.

Extension Activity
Pictionary
board.
2. Whisper a word covered in Step 2 to
the student. For example, flowers.
the picture represents. The first
the drawer.
colorful
delicious
interesting
fresh
A Look and match the words.

• Go over the pictures and words with students.
• Have students look and match the words with the correct pictures.
Teaching Tip
• Ask students to describe each item in the pictures with an adjective.
65
A Write There is or There are.

There is
There is and There are with students.
There are
• Ask students to complete the
sentences by writing There is or There There is

are.
There are
students have finished. There are
There is
There are
B C
ircle the mistake. Write There is
the correct sentence.

• Have students read the sentences.
mistakes among the words that are Ella’s friends are excited.
underlined.
• Then have students write the correct There are many things.
sentences. The market is in my town.

There are pretty clothes.
T: Which Be verb matches with a My mom and I are at the store.
plural noun? There are fresh vegetables.

Ss: The Be verb, are.
There is meat at home.
T: Is meat a count or non-count
noun? The market is a great place.
Ss: It is a non-count noun.

4. Write There is and There are on the board. Alternately ask each student to
make a sentence with one of the There + Be verb pairings and the teacher’s
cue word.
T: Meat. S1: There is meat.
T: Fruits. S2: There are fruits.
misses a turn.
of three wins!
66
sentences using the
correct Be verb.
A
web.
a fun place
many small
correct Be verb.
shops • Go over the answers together after

colorful fruits
Wrap-up
fresh vegetables Materials: N/A
page 58.
seconds.
piece of paper.
S1: Ella and her mom are excited.
S2: There are many small shops.
S3: There are colorful fruits.
S4: There are pretty clothes.
is a cool place. There are delicious snacks.
are many interesting things. There are pretty flowers.

Homework
There are fun toys. There are colorful clothes.


67
Lesson Link
have each team line up facing the an interesting place
board.
in Lesson 1 on the board. For delicious bread wonderful toys
example, eggs and fresh.
uses those words. For example, colorful flowers
There are many fresh eggs.
sentence using those words gets a
cold drinks new clothes
Lead-in
Brainstorming
web.
T: Is the market a fun place? STEP 5 Your Idea Web
Ss: Yes, it is fun!
T: What is at the market? > Make your idea web about the market in your
Ss: There are many shops and
town or city.
people.
4. Write the ideas down and draw • Have students open their books to page 62.
lines connecting them with the • Following the example in Step 4, ask students to complete the idea
complete, go over the words
when necessary.
with the class.

Ss: The market is fun. There are many toys.
68


other.
Extension Activity
Show and Tell

Materials: N/A
The Market to come to the front and show the
The market is an interesting place. 3. After showing their picture, have
the students tell the class about the
There is delicious bread. market by reading their story.
There are colorful flowers.
There are cold drinks. Wrap-up
There are wonderful toys. >> Unit 9 Test

There are new clothes. Answer Key on page 189
*Answers may vary.
Homework
>> W
STEP 6 Your Writing

your story.
their story.
checklist.
69
Writing Project 3
Style
• Letter Writing
Grammar
• tudents can write a letter to their
S
pen pal using descriptive words that
they learned in Units 7-9.
Materials
• Photocopies of project template
• Pencils
• Colored pencils
• Scissors
• Glue
Lead-in
High Noon
Materials: paper, pencils
2. Have each student write one word
covered in Units 7-9 on a piece of
paper.
3. Holding their piece of paper, ask
one student from each team to
come up to the front and stand
back-to-back.
4. Have both students slowly take
three steps forward, counting off
each step aloud.
5. On three, have both students
STEP 1 Preparation
quickly turn around and show the
word written on their paper to the B Project Model
opposing student. • Have students open their books to page 64.
6. The first student to say the opposing
student’s word gets a point for their
• Ask students questions about the picture of the town.
team.
7. Repeat steps 3-6 with new students. T: Where does Kelly live?
The team with more points at the Ss: She lives in a small town.
end wins! T: What is in the town?
Ss: There is a park.
• Read the sentences in the postcard together with students.
70
Extension Activity
Show and Tell

Materials: N/A
come to the front and show their
picture of their town to the class.
their town by reading what they
wrote.
Wrap-up
Midnight Duel
Materials: students’ postcards
2. Holding their postcard, ask one
student from each team come up to
the front and stand back-to-back.
3. After turning off the lights, have
Ted both students slowly take three
steps forward.
in a big city. My Pen Pal
4. After suddenly turning the lights
are tall buildings. back on, have both students quickly
turn around and show their postcard
is a fun market. Ted Murray
to the opposing student.
5. The first student to say a sentence
written on the opposing student’s
*Answers may vary. postcard gets a point for their team.
6. Repeat steps 2-5 with new
students. The team with more
points at the end wins!

Activity Adaptation
STEP 2 Writing
Have students show the picture side
of their postcard to the opposing
C Your Project
student.
• ave students turn to page 65.
H
• Hand out the photocopies of the project template to students.
• Ask students to draw a picture of their town in the frame.

Homework
• Have students write a letter to their pen pal by filling in the blanks with
• With
the help of a parent, ask
the appropriate details.
students to post their letter to a
• Ask students to cut out, fold, and glue the backsides together to
friend that lives in a different town,
complete their postcards. city, or country.
Teaching Tip
• Have students point out where the things that they wrote about are in
their picture. For example, There is a department store.

71
Unit 10
Objectives
• tudents can describe famous
S
characters while applying proper
• Students can write have and
has within the context of proper

sentences.
Grammar
• Have / Has
• Adjectives
Materials
• Unit 10 Test
Lead-in
Picture Talk
Materials: N/A
page 66.
T: What color are Harry’s glasses?
Ss: They are black.
T: Does Harry have friends?
Ss: Yes, he has friends.
STEP 1 Warm-up
questions. A Circle the words to complete the story.
• Have students complete the story by circling the correct words.

72
Extension Activity
Spelling Sprint
For example, costume.
5. The first student to write the word
on the board with the correct
smart brave 6. Repeat steps 2-5 with new students.
hair costume The team with more points at the
end wins!
tiny strong
wand skin
round pretty
friends stepmother
> Look and write the words.

• Ask students to read the words in the word bank and look at the
pictures.
• Have students complete the sentences with the correct words chosen
from the word bank.

73
A Write have or has.

the sentences using have or has.

has has
B C
ircle the number and
say the sentences. have has

G has have

students.


T: I has a new bike. What is
wrong?
Ss: Has is wrong.
T: What is the correct verb?
Ss: The correct verb is have.
out loud.
subjects John and They.


① – 2 sentences Extension Activity Hot Potato
I have two brothers. Materials: a ball
I have a new bike. 1. Ask students to stand in a circle and give one student the ball.
② John – 3 sentences 2. Have students pass the ball around and around to each other as fast as
John has two brothers. they can.
John has a new bike. 3. Before students can pass the ball, however, they must first say one
John is smart. sentence that uses have or has. For example, He has a soccer ball.
③ They – 2 sentences 4. If students cannot say a sentence within five seconds or do not use have or
has correctly, they are out and must sit down. The last student left standing
They have two brothers.
wins!
They have a new bike.
74
Wrap-up
Materials: N/A
page 66.
seconds.
piece of paper.
S1: Harry is a wizard.
S2: Harry is smart and brave.
S3: Harry has black round glasses.
S4: Harry has wonderful friends.
Homework
is my favorite character.
is pretty.
She has a bad stepmother.
She has two bad stepsisters.
She has animal friends.
She has glass shoes.
> Look and write the sentences using is or has.

• Ask students to look over the information in the completed idea web.
• Have students write the sentences using is or has along with the given
information.
75
Lesson Link
Sentence Factory IV
board.
one jumbled noun and one jumbled
a bear three friends
adjective covered in Lesson 1 on
the board. For example, wdna and Winnie the
ytin to represent wand and tiny. Pooh
3. After the first student in each line

round yellow skin
has unscrambled the words, have
the student write a sentence on the
board that uses those words.
kind
point for their team. *Answers may vary.
Lead-in
Brainstorming
web. STEP 5 Your Idea Web
T: Who is your favorite character?
Ss: My favorite character is > Make your idea web about your favorite character.
Batman.
T: Why is he your favorite
character?
Ss: He is strong and brave. web by coming up with their own words.
4. Write the ideas down and draw • Tell students they may refer to the word bank for helpful suggestions
lines connecting them with the when necessary.

topic. • After students have finished, ask them to share some of their ideas
5. Once the brainstorming web is with the class.
complete, go over the words
together.
Ss: My favorite character has a magic wand.
76


other.
Extension Activity
Show and Tell

Materials: N/A
Winnie the Pooh come to the front and show the
Winnie the Pooh is my favorite character. 3. After showing their picture, have
He is a bear. their favorite character by reading
their story.
He is round.
He is kind.
Wrap-up
He has yellow skin.
>> Unit 10 Test
He has three friends. Photocopiable from page 179
Homework
>> W
STEP 6 Your Writing

your story.
their story.
checklist.
77
Unit 11
Objectives
• tudents can describe their favorite
S
thing while applying proper writing
conventions.

sentences.
Grammar
• Have / Has
Materials
• Grammar Worksheet 11 is
is
• Unit 11 Test
• E-book, pages 72-77 (optional) has
has
Lead-in
Picture Talk
Materials: N/A
1. Ask students to open their books to Yes
page 72.
2. Have students look at the picture No
No
T: What does Ella have?
Ss: Ella has a teddy bear.
T: Is the teddy bear happy?
Ss: Yes, it is happy.
STEP 1 Warm-up
questions.
A Write is or has to complete the story.
• ave students read and complete the story by writing is or has in the
H
blanks.
B Write Yes or No.

78
Extension Activity
Word Link
1. Write the name of one of the items
example, camera.
robot
head
page 73.
doors 3. Have students call out as many
feet
words as they can think of that are
related to the item written on the
wheels board. For example, for camera,
students might call out photo,
picture, art, screen, button, and so
on.
bike 4. As students call out the words,
basket write them on the board. See how
handles
think of!
seat 5. If necessary, ask students questions
pedals
T: What does a camera take?
Ss: Photos!
T: What do you press to take a
photo?
player Ss: A button!
camera
screens
buttons
pen
> Look and write the word.

• Ask students to read the words in the word banks and look at the
pictures.
correct words chosen from the word banks.

Teaching Tip
• Before students look at the options in the word banks, have them try to
answer as many questions as they can first.
79
A Write is, are, have, or has.

• Ask students to read and complete have
the sentences by writing is, are, is

have, or has.
has
is
is
B C
ircle the mistake. Write has
the correct sentence.
• Have students read the sentences. are
are
mistakes among the words that are
underlined.
• Then have students write the correct have
sentences. has

T: Which form of the verb matches
with Finn, have or has? Finn has a sister.
Ss: Has matches with Finn.
They have a big cat.
T: Which form of the verb matches
with They, have or has? He has short hair.
Ss: Have matches with They.
We are always happy.

the halfway line.
Playing Field 3. Write is, are, have, and has on the board. Alternately ask teams to make a
sentence using one of the words on the board and the teacher’s cue word.
T: Long hair. S1: He has long hair.
T: New cars. S2: These are new cars.
GOAL LINE
GOAL LINE
80
sentences using is or has.
A
web.
• Have students write the sentences by
my favorite thing writing is or has along with the given

information.
Wrap-up
brown lovely eyes
Materials: N/A
very soft 1. Ask students to open their books to
page 72.
seconds.
piece of paper.
S1: The teddy bear is brown.
S2: The teddy bear is very soft.
S3: The teddy bear has small
hands.
S4: The teddy bear has small feet.
is my favorite thing. It has a touch screen.
is new. It has a camera lens. Homework

is rectangular. It has many apps.

accordingly, omitting the verbs.

81
Lesson Link
Sentence Factory IV
board.
2. In between the two teams, write blue and yellow two feet
adjective covered in Lesson 1 on robot
the board. For example, tusbton and

otsf to represent buttons and soft. a small head car wheels
car doors
board that uses those words. *Answers may vary.
Lead-in
Brainstorming
T: What is your favorite thing?
Ss: My favorite thing is my yo-yo. > Make your idea web about your favorite thing.
T: What is on your yo-yo?
Ss: There are stars and stripes on
it.
4. Write the ideas down and draw web by coming up with their own words.
lines connecting them with the • Tell students they may refer to the word bank for helpful suggestions
topic. when necessary.

5. Once the brainstorming web is • After students have finished, ask them to share some of their ideas
complete, go over the words with the class.

together.
Ss: My bike has a banana seat.
82


other.
Extension Activity
Show and Tell

Materials: N/A
My Robot come to the front and show the
My robot is my favorite thing. 3. After showing their picture, have
It is blue and yellow. their favorite thing by reading their
story.
It has a small head.
It has car doors.

Wrap-up
It has car wheels.
>> Unit 11 Test
It has two feet. Photocopiable from page 180
Homework
>> W
STEP 6 Your Writing

your story.
their story.
checklist.
83
Unit 12
Objectives
• tudents can describe their favorite
S
animal while applying proper writing
conventions.

sentences.
Grammar
• Have / Has
A lemur is my favorite animal.
• Adjective + noun
Materials
• Unit 12 Test
It has long legs.
Lead-in
Picture Talk
Materials: N/A
No
page 78. No
Yes
T: Does the lemur have a wide
body?
Ss: No, it has a slim body.
T: Are its eyes big?
Ss: Yes, they are big.
STEP 1 Warm-up
picture when answering the A Write the sentences to complete the story.
questions.
• ave students read and complete the story by writing the correct
H
sentences in the blanks.
B Write Yes or No.

84
Extension Activity
Pictionary
board.
to the student. For example, dolphin.
cheetah eagle 5. Repeat steps 2-4, ideally until all
spots wings
the drawer.
tiger dolphin
teeth fins
monkey zebra
arms stripes
> Look and write the words.

pictures.
from the word bank.

Teaching Tip
• Have students circle the visual representations of each word from the
word bank in the pictures.
85
A R
ewrite the sentence
using the given word.
• Have students turn to page 80. It has a long neck.
• Ask students to rewrite the
It has a short tail.
sentences using the given word for
each. It has large wings.
It has a small body.
It has black spots.
T: What is the noun in question
number one? It has white stripes.
Ss: The noun is neck.
It has sharp teeth.
T: Does an adjective go before or
after the noun? It has smooth skin.
Ss: It goes before the noun.

B Circle the correct word.

• ave students read the sentences
H


4. Write have, has, is, and are on the board. Alternately ask each student to
make a sentence with one of the verbs and the teacher’s cue word.
T: They. S1: They have small feet.
T: There. S2: There are elephants in the zoo.
misses a turn.
of three wins!
86
sentences using is or has.
A
web.
my favorite animal using is or has along with the given

information.
Wrap-up
brown and gray big eyes
Materials: N/A
a slender body 1. Ask students to open their books to
page 78.
seconds.
piece of paper.
S1: The lemur is white and gray.
S2: The lemur has big eyes.
S3: It has long fingers.
S4: It has long legs.
A dolphin is my favorite animal. It is very smart.

Homework
is a sea animal. It has strong fins.
It is gray. It has pretty eyes.

accordingly, omitting the verbs.

87
Lesson Link
Sentence Factory IV
board.
2. In between the two teams, write brown a long tail
adjective covered in Lesson 1 on monkey
the board. For example, eehtt and

prahs to represent teeth and sharp. smart long arms
cute ears
board that uses those words. *Answers may vary.
Lead-in
Brainstorming
T: Name some interesting animals.
Ss: Tiger! Elephant! Zebra! > Make your idea web about your favorite animal.
T: Do you have a favorite animal?
Ss: Yes, my favorite animal is a
zebra.
4. Write the ideas down and draw web by coming up with their own words.
lines connecting them with the • Tell students they may refer to the word bank for helpful suggestions
topic. when necessary.

5. Once the brainstorming web is • After students have finished, ask them to share some of their ideas
complete, go over the words with the class.

together.
Ss: Lions have big, sharp teeth.
88


other.
Extension Activity
Show and Tell

Materials: N/A
My Favorite Animal come to the front and show the
A monkey is my favorite animal. 3. After showing their picture, have
It is brown. their favorite animal by reading
their story.
It is smart.
It has cute ears.

Wrap-up
It has long arms.
>> Unit 12 Test
It has a long tail. Photocopiable from page 181
Homework
>> W
STEP 6 Your Writing >> Writing Project 4

Have students bring in pictures
or drawings of their family’s
> Look at your idea web in Step 5. Draw and write favorite place with them next
your story. class.
their story.
checklist.
89
Writing Project 4
Style
• Report Writing
Grammar
• tudents can write a report of
S
their family’s favorite place using
descriptive words that they learned
in Units 10-12.
Materials
• tudents’ pictures or drawings of
S
their family’s favorite place
• Pencils
• Glue
Lead-in
Five Questions
Materials: students’ pictures/drawings,
a board, a marker
1. Ask students to take turns one by
one coming up to the front of the
class.
2. Have seated students ask a series
of five yes or no questions to the
student at the front to find out
what their family’s favorite place is.
For example, Can you eat popcorn
there?,..., Is it the movie theater?
3. As students ask questions, tally
them on the board.
STEP 1 Preparation
4. If students are unable to guess the
correct place after asking five B Project Model
questions, ask the student at the • Have students open their books to page 84.
front to reveal what it is. • Draw students’ attention to the project model.
5. After saying what their family’s
• Ask students questions about the picture of the park.
favorite place is, have the student
share their pictures or drawings T: What is at the park?
with the class. Ss: There is a small pond.
T: Are the trees young?
Ss: No, they are old.
90
Extension Activity
Show and Tell

Materials: N/A
picture of their family’s favorite
Yuki Miku
place to the class.
their family’s favorite place by
reading what they wrote.
Wrap-up
Ten Questions
1. Think of any one thing that students
are likely familiar with. For example,
Victory Movie Theater a monkey.
2. Have students ask a series of ten
favorite place yes or no questions to find out what
it is. For example, Is it an animal?
many people at the theater
Is it brown? Does it live in a tree?
a cafeteria
3. As students ask questions, tally
them on the board.
popcorn and soda 4. If students are unable to correctly
guess what it is after asking ten
Victory Movie Theater questions, reveal what it is to
*Answers may vary. students.
5. Repeat steps 1-4 with other things.
Homework
STEP 2 Writing
• Ask students to share their project
with their family.
C Your Project • Have students report back next
• Have students turn to page 85. class describing their family’s

• Ask students to glue their pictures or drawings of their family’s favorite reaction to the project.
place in the frame.
• Have students write about their family’s favorite place by filling in the
blanks with the appropriate details.
Teaching Tip
• Have students label the various items in their pictures or drawings.
91
Unit 13
Objectives
• tudents can describe their daily
S
routine while applying proper writing
conventions.
• Students can write common verbs in
the present simple.

Grammar
• Common verbs (present simple)
Materials am
• Unit 13 Test

go
play
do
Lead-in
Picture Talk
Materials: N/A
page 86.
T: Is she busy?
Ss: Yes, she is busy.
T: When does she get up?
Ss: She gets up at seven o’clock.
questions.
STEP 1 Warm-up

• ave students complete the story by writing the correct words chosen
H
from the word bank.
B Read and match.

92
B Choose and write the word.
A
word bank.

Extension Activity
Spelling Sprint
get up go
For example, wash.
wash study 4. Have each student write the word
eat do
5. The first student to write the word
on the board with the correct
hands end wins!
park
apple
math
o’clock
A Look and write the word(s).

pictures.
from the word bank.

93
A W
rite the words in the
correct order.
• Have students turn to page 88. I am busy.
• Ask students to write the words in
We get up at 8 o’clock.
the correct order.
• Go over the answers together after They go to school.
students have finished. You study English.
We are at home.
I do my homework.
B C
ircle the number and She is happy.
say the sentences.
You eat lunch.
G
students.


T: Which Be verb matches with
the subject, I?
Ss: The Be verb am matches with I.
T: You eat breakfast, dinner, and
what?
Ss: I eat breakfast, dinner, and
lunch.
out loud.
subjects We and They.

Extension Activity Hot Potato
made with each subject: Materials: a ball
① – 3 sentences 1. Ask students to stand in a circle and give one student the ball.
I am busy. 2. Have students pass the ball around and around to each other as fast as
I eat lunch. they can.
I go to school. 3. Before students can pass the ball, however, they must first say one
② We – 2 sentences sentence that uses a verb introduced in Unit 13. For example, I study math.
4. If students cannot say a sentence within five seconds or do not use the
We eat lunch.
verb correctly, they are out and must sit down. The last student left
We go to school.
standing wins!
③ They – 2 sentences
They eat lunch.
They go to school.
94
Wrap-up
Materials: N/A
page 86.
seconds.
piece of paper.
am 4. Ask students to take turns making a
S1: She is busy every day.
S2: She eats breakfast.
get up do S3: She studies math.
S4: She does her homework.
eat play
Homework
go
I am busy every day.
I get up at 7 o’clock.
I eat breakfast.
I go to school.
I play with my friends.
I do my homework.
> Choose and complete the idea web. Write the

sentences using the idea web.
• Ask students to complete the idea web by filling in the blanks with the
• Then have students write the sentences using the information in the
idea web.
95
Lesson Link
Sentence Factory V
am busy every day
board.
one verb covered in Lesson 1 on the
get up at 9 o’clock study English
board. For example, go.
uses that verb. For example, I go to
wash my face go to the park
the park.
sentence using that verb gets a
eat lunch
Lead-in
Brainstorming
web.
T: What do you do in the morning?
Ss: I eat breakfast and go to STEP 5 Your Idea Web
school.
T: What do you do after school? > Make your idea web about your day.
Ss: I play with my friends at the
park.
lines connecting them with the web by coming up with their own words.
topic. • Tell students they may refer to the word bank for helpful suggestions
5. Once the brainstorming web is when necessary.

complete, go over the words • After students have finished, ask them to share some of their ideas
together. with the class.

Ss: I go to sleep at 10 o’clock.
96


other.
Extension Activity
Show and Tell

Materials: N/A
My Day come to the front and show the
I am busy every day. 3. After showing their picture, have
I get up at 9 o’clock. their day by reading their story.
I wash my face.
I eat lunch. Wrap-up
I go to the park. >> Unit 13 Test

I study English. Answer Key on page 190
*Answers may vary.
Homework
>> W
STEP 6 Your Writing

your story.
their story.
checklist.
97
Unit 14
Objectives
• tudents can describe their mom or
S
dad’s daily routine while applying
proper writing conventions.
the present simple.

Grammar
Materials
• Unit 14 Test
Lead-in
Picture Talk
Materials: N/A
page 92.
T: What is his job?
Ss: He is an inventor.
T: Does he cook?
Ss: Yes, he cooks.
questions.
STEP 1 Warm-up
A Circle the words to complete the story.

H
words.

98
A
word bank.

Extension Activity
Word Link
1. Write the name of one of the verbs
example, clean.
cleans cooks at the corresponding picture on
makes goes page 93.
washes reads words as they can think of that are
watches does
related to the verb written on the
board. For example, for clean,
students might call out bedroom,
house, bathroom, kitchen, vacuum,
and so on.
writer 4. As students call out the words,
home many related words students can
busy
think of!
work to guide them along.
T: What do you clean in your
house?
Ss: My bedroom!
T: What do you clean with?
STEP 2 Word Practice Ss: A vacuum!
A Look and write the word.

pictures.

Teaching Tip
• Before students look at the options in the word bank, have them try to
answer as many questions as they can first.
99
A C
ircle the correct form of
the verb.
the sentences by circling the correct

words.
B C
ircle the number and
say the sentences.
G
students.


T: Can I does the laundry?
Ss: No, I can do the laundry.
T: Can I go to the park?
Ss: Yes, I can go to the park.
out loud.
subjects My mom and They.


① – 1 sentence
I go to the park. Materials: a board, a marker, a token
② My mom – 2 sentences 1. Divide students into two teams.
My mom does the laundry. 2. Draw a playing field like the one drawn in previous units. Place a token on
My mom is wonderful. the halfway line.
③ They – 1 sentence 3. Write make, clean, get up, go, work, watch, help, and do on the board.
They go to the park. Alternately ask teams to make a sentence using one of the verbs and the
teacher’s cue word.
T: My bed. S1: I make my bed.
T: Cartoons. S2: They watch cartoons.
opposing team’s goal line. When teams answer incorrectly, move the token
100
Wrap-up
Materials: N/A
page 92.
seconds.
piece of paper.
is 4. Ask students to take turns making a
S1: He works at home.
S2: He cleans the house.
gets up is S3: He cooks.
S4: He makes interesting things.
cooks washes
Homework
does
My mom is a stay-at-home mom.
She gets up at six o’clock.
She cooks delicious food.
She does the laundry.
She washes the dishes.
She is a great mom.

idea web.
101
Lesson Link
Sentence Factory V
is a businessman
board.
gets up at seven o’clock watches TV
board. For example, cooks.
dad
uses that verb. For example, She
goes to work reads the newspaper
cooks breakfast.
does the laundry
Lead-in
Brainstorming
web.
T: What does your dad do in the
morning? STEP 5 Your Idea Web
Ss: He washes his face.
T: What does your mom do in the > Make your idea web about your mom or dad.
evening?
Ss: She watches TV.
lines connecting them with the web by coming up with their own words.
topic. • Tell students they may refer to the word bank for helpful suggestions
5. Once the brainstorming web is when necessary.

complete, go over the words • After students have finished, ask them to share some of their ideas
together. with the class.

Ss: My mom reads the newspaper.
102


other.
Extension Activity
Show and Tell

Materials: N/A
My Dad’s Day come to the front and show the
My dad is a businessman. 3. After showing their picture, have
He gets up at seven o’clock. their mom or dad’s day by reading
their story.
He goes to work.
He does the laundry.

Wrap-up
He reads the newspaper.
>> Unit 14 Test
He watches TV. Photocopiable from page 183
Homework
>> W
STEP 6 Your Writing

your story.
their story.
checklist.
103
Unit 15
Objectives
• tudents can describe their after-
S
school activities while applying
proper writing conventions.
the present simple.

Grammar
Materials do
• Unit 15 Test like
play

are
Lead-in
Picture Talk
Materials: N/A
page 98. Yes
and ask them questions about it. No
T: What lesson does Ella have?
Yes
Ss: She has a ballet lesson.
T: What do Finn and Cody play?
Ss: They play soccer.
questions.
STEP 1 Warm-up

• ave students read and complete the story by writing the correct words
H
B Write Yes or No.

104
A
word bank.

Extension Activity
Pictionary
board.
to the student. For example, ballet.
ballet English
swimming basketball that represents the given word.
piano video games
watch the drawer.
have
do
play
go
A Look and write the word(s).

pictures.
from the word bank.

Teaching Tip
• Have students act out each activity while going over the answers with
them.
105
A C
ircle the correct form of
the verb.

form of the verbs to complete the

sentences.
has
play
B L ook and write the correct
form of the verbs.
• ave students look at the pictures
H is
and complete the sentences by
have
writing the correct form of the verbs.
to guide them along. have

T: How many music rooms are
read
there?
Ss: There is one music room.
T: So should we use the singular is
is
or the plural are?
Ss: We should use the singular is. has

4. Write play, have, do, and watch on the board. Alternately ask each student
to make a sentence with one of the verbs and the teacher’s cue word.
T: She. S1: She plays basketball.
T: You. S2: You do your homework.
misses a turn.
of three wins!
106
Wrap-up
Materials: N/A
page 98.
seconds.
piece of paper.
have 4. Ask students to take turns making a
like S1: Ella has a ballet lesson.
S2: Finn and Cody play soccer.
S3: Ella is a good dancer.
has S4: They have fun after school.
is
Homework
goes >> Workbook 1: pages 60 - 63
is
I have a piano lesson.
I like playing the piano.
Ken has basketball practice.
He is a basketball player.
Jack goes swimming.
He is a good swimmer.

idea web.
107
Lesson Link
Sentence Factory V
board.
have a piano lesson
go swimming
board. For example, likes.
write a sentence on the board that reads comics
uses that verb. For example, He Aaron
likes ballet. has soccer practice
point for their team. has a snack
5. Repeat steps 2-4 with the next Sara
students in line. The team with plays with friends
*Answers may vary.
Lead-in
Brainstorming
web.
T: What do you and your friends
do after school? STEP 5 Your Idea Web
Ss: We play baseball.
T: Is it fun? > Make your idea web about your and your friends’
Ss: Yes, it is very fun!
after-school activities.
lines connecting them with the • Have students open their books to page 102.
topic. • Following the example in Step 4, ask students to complete the idea
together.
when necessary.
with the class.

Ss: We have a tennis lesson together.
108


other.
Extension Activity
Show and Tell

Materials: N/A
After-school Fun come to the front and show the
We do fun things after school.
I have a piano lesson. the students tell the class about
their after-school activities by
I go swimming.
reading their story.
Aaron reads comics.
He has soccer practice.

Wrap-up
Sara has a snack.
>> Unit 15 Test
She plays with friends. Photocopiable from page 184
Homework
>> W
STEP 6 Your Writing

your story.
their story.
checklist.
109
Writing Project 5
Style
• Chart Writing
Grammar
• tudents can complete a chart about
S
their daily schedule using descriptive
words that they learned in Units 13-
15.
Materials
• Pencils
• Colored pencils
• Rulers
Lead-in
What time is it, Mr. Wolf?
Materials: N/A
1. Clear an open space in the
classroom.
2. Ask students to stand side-by-side
against the wall at the back of the
room.
3. As Mr. Wolf, stand in front of and
face the board.
4. Have students repeatedly call out,
“What time is it, Mr. Wolf?”
Respond each time by calling out
a time of day. For example, “It’s
3 o’clock.” Students take as many
steps forward as the number in the
STEP 1 Preparation
time called out (3 o’clock = 3 steps).
5. As students gradually move closer B Project Model
to the front of the board, eventually • Have students open their books to page 104.
respond by saying, “It’s lunch time!”
Then turn around and try to tag as
• Ask students questions about the completed schedule chart.
many students as possible while
students try to touch the front board T: When does Olivia get up?
without being tagged. Ss: She gets up at seven o’clock.
6. The first student to touch the front T: At what time does Olivia eat dinner?
board without being tagged wins Ss: She eats dinner at six o’clock.
and becomes the next Mr. Wolf. • Read the various activities in the schedule chart together with
students.
110
Extension Activity
Show and Tell

Materials: N/A
schedule chart to the class.
Jack McDonald 3. After showing their chart, have the
students tell the class about their
daily schedule by reading what they
wrote.
Wrap-up
Homework
Sleep What do you do, Mrs. Fox?
Read comics
Materials: students’ schedule charts
1. Clear an open space in the classroom.
Dinner 2. Ask students to stand side-by-side
against the wall at the back of the
room.
Get
Play with friends up,
Bre
3. As Mrs. Fox, stand in front of and
akf face the board while holding the
ast
schedule from the project model.
School 4. Have students repeatedly call out,
“What do you do, Mrs. Fox?”
Play basketball
Respond each time by calling out an
Lunch
activity done at a certain time of day
in the schedule. For example, “I do
my homework at 5 o’clock.” Students
*Answers may vary. take as many steps forward as the
number in the time called out.
5. As students gradually move closer
to the front of the board, eventually
respond by saying, “I eat dinner!”
Then turn around and try to tag as
STEP 2 Writing many students as possible while
students try to touch the front board
without being tagged.
C Your Project
6. The first student to touch the front
• Have students turn to page 105. board without being tagged wins and
• Ask students to think about what they do every day. becomes the next Mrs. Fox using
• Have students complete the empty schedule chart by filling it in with the their own schedule chart.
appropriate details.
• Ask students to decorate their schedule chart by drawing relevant
pictures around it. Homework

• Have
students report back next
class describing one change that
they would like to make to their
daily schedule.
111
Workbook Answer Key
pages 4-7
boy I am a boy.
happy She is happy.
girl I am a girl.
tall She is tall.
He He is a boy.
short He is short.
She She is a girl.
pretty They are pretty.
funny He is funny.
smart They are smart.
sister She is my sister. Ella Kibbits.
sisters They are my sisters. am a girl.
brother He is my brother. am pretty.
brothers They are my brothers.
am is
is is Sue Jones.
am eight years old.

am are
I am happy.
are are
are
brother.
is nine years old.
He is funny.
sisters.
are pretty.
They are smart.

am a boy.
am nine years old.
is a boy.
am Kelly Lim.
is nine years old.
I am ten years old.
are brothers.
I am pretty.
are nine years old.
*Answers may vary.
112
pages 8-11
nurse My dad is a nurse.

kind She is kind.
farmer My dad is a farmer.
busy He is busy.
artist My dad is an artist.
old He is old.
businessman My dad is a businessman.
young She is young.
strong They are strong.
a doctor.
teacher My mom is a teacher.
is kind.
doctor My mom is a doctor.
is 38 years old.
businesswoman My mom is a businesswoman.
a doctor
a farmer is an artist.
nurses is kind.
a teacher is 42 years old.
businessmen is Mike Lopez.
artists
a businesswoman
is a businesswoman.
is busy.
is 41 years old.
is Kate Lee.
My brothers are students.
He is 40 years old.
dad is a farmer.
My mom is a teacher.
He is strong.
My dad is busy.
He is 39 years old.
She is a businesswoman.
His name is Edward Kim.
My mom and dad are kind.
*Answers may vary.
113
pages 12-15
long It is long.
ears Her ears are big.
short It is short.
body Her body is round.
cute It is cute.
legs His legs are short.
eyes His eyes are cute.
tail Its tail is long.
big It is big. nose Its nose is small.
small It is small.
round It is round.
pet.
eyes are big.
tail is short.
a o e i u
cat.
Her
eyes are cute.
Her
tail is short.
His my iguana.
His body is green.
tail is long.
Its
Its my dog.
ears are big.
nose is round.
They are not small.
Coco is not my dog.

Polly hamster.
I am not short.
legs are short.
My cats are not big.
body is small.
Its tail is not long.
*Answers may vary.
114
pages 16-19
bed It is a bed.
pillow It is a pillow.
desk It is a desk.
bookcase It is a bookcase.
bookcase The basket is on the bookcase.
books They are books.
desk The clothes are on the desk.
bookcase The soccer ball is in the bookcase.
chair The socks are under the chair.
bed The pillow is under the bed.

closet It is a closet. closet The books are in the closet.
clothes They are clothes.
socks They are socks.
chair It is a chair.
basket It is a basket. *Answer may vary.
is clean.
is on the bed.
toys are in the basket.

on books are on the desk.
under
in
in
is messy.
on
are under the bed.
book is in the closet.
pillow is in the basket.
My pillow is on the bed.
My clothes are in the closet. My books are on the shelf.
My clothes are in the closet.
My pillow is on the bed.

My socks are under the desk.
*Answers may vary.
115
pages 20-23
large It is large.
map The map is on the wall.
bright It is bright.
bulletin board The bulletin board is on the wall.
great It is great.
clock The clock is on the wall.
small It is small.
whiteboard The whiteboard is on the wall.
dark It is dark.
cute It is cute.
picture The picture is on the wall. great.
mat The mat is on the floor. is big and bright.
trash can The trash can is on the floor. is on the wall.
lights The lights are on the ceiling.
is large.
is on the wall.
are in the bookcase.

on is on the floor.
in
on
on
is small.
in
is on the floor.
books are on the floor.
whiteboard is on the floor.

The clock is on the wall.
The mat is on the floor.
My teacher is in the hallway.
Our books are on the desks.

is great.
My classroom is large.
The map is on the wall.
The books are on the floor.
The clock is on the wall.
The clock is round.
The mat is on the floor.
The lights are bright in the room.
*Answers may vary.
116
pages 24-27
The playground is fun.
The slide is big.
The seesaw is long.
The boys are happy.

playground They are at the playground.
swing He is on the swing.
slide She is on the slide.
*Answers may vary.
on the monkey bars.

seesaw They are on the seesaw.
is on the swing.
monkey bars He is on the monkey bars.
are on the seesaw.
bench She is on the bench.
are happy.
sandbox They are in the sandbox.
are at the playground.
is fun.
is on the slide.
on am in the sandbox.
at
in
in
on
are happy.
are on the seesaw.
? is on the bench.
!
?
.
My sister and I are on the swings.
.
My brother is on the monkey bars.
?
*Answers may vary. *Answers may vary.
117
pages 28-31
It is a small house.
It is a blue building.
It is a fun place.
The store is new.
The buildings are tall.
The school is wonderful.
stores There are stores.
school There is a school.

pretty houses.
apartments There are apartments.
is a white building.
buildings There are buildings.
our school.
houses There are houses.
is great.
playground There is a playground.
There are
There are is wonderful.
There is is a school.
There is are bookstores.
There are is a playground.
There is
is great.
are pretty houses.
are apartments.
is a park.
is a big school. is wonderful.

is a strong boy. are buildings.
is a strong boy. There are stores.
is a big school. There is a playground.
are tall buildings.
*Answers may vary.
118
pages 32-35
The library is a brown building.

bank There is a bank.
The city hall is a gray building.
shopping mall There is a shopping mall.
The park is a bright place.
library There is a library.
The shopping mall is big.
movie theater There is a movie theater.
The train station is old.
The post office is pretty.
Blueberry
museum There is a museum.
is a wonderful place.
post office There is a post office.
is a town hall.
town hall There is a town hall.
is a round building.
train station There is a train station.
a post office
old museums is big.
movie theaters are museums.
a city park are shopping malls.
bus stations are many cars.
a town hall
a new bank
pretty houses
is small.
are houses.
is a school.
are two stores.
There is an old building.
It is a new bookstore.
is big.
There are museums in the city.
is a movie theater.
It is a new post office.
There is a department store.
The shopping mall is new.
There are two banks.
There are two libraries.
*Answers may vary.
119
pages 36-39
fun A market is a fun place.

bread There is bread.
excited They are excited and happy.
clothes There are clothes.
delicious This is delicious ice cream.
drinks There are drinks.
colorful There are colorful shoes.
eggs There are eggs.
fresh There are fresh oranges.
interesting There are interesting things.
are at the market.

flowers There are flowers.
are excited and happy.
fruits There are fruits.
is a fun place.
meat There is meat.
are many shops.
vegetables There are vegetables.
There are
is a great place.
There is
are many shops.
There is
are fun things.
There is
are many people.
There are
There is
There are
There are is an exciting place.
are fun toys.
are delicious snacks.
are colorful fruits.

There is milk in the cup.
There are many stores.
The market is a fun place.
There are interesting things. is an interesting place.

There are fresh vegetables. are many clothes.
There are many people. There are fresh vegetables.
My mom and I are excited. There is delicious bread.
There is delicious ice cream.
*Answers may vary.
120
pages 40-43
smart Hermione is smart.
hair She has long, red hair.
round Winnie the Pooh is round.

pretty Cinderella is pretty.
friends He has three friends.
stepmother She has a bad stepmother.
brave Spiderman is brave.
costume He has a blue and red costume.

Cinderella
Hermione
Harry Potter
strong Shrek and Fiona are strong.
is a wizard.
skin They have green skin.
is smart and brave.
tiny Tinker Bell is tiny.
round glasses.
wand She has a magic wand.
has
have Winnie the Pooh
has is a big bear.
have is cute.
has three good friends.
Tinker Bell
is very small.
has wings.
has a magic wand.
have sisters.
have many friends.
is brave. Snow White

has sisters. has black hair.
has many friends. is pretty.
have sisters. has seven good friends.
have many friends.
*Answers may vary.
121
pages 44-47
camera
It has a camera lens.
screens
head
It has two screens.
It has a small head.
buttons
doors
It has many buttons.
It has car doors.
pen
feet It has a pen.
It has two feet.
wheels
It has four wheels.
robot
handles game player
It has two handles.
seat
It has a seat. a teddy bear.
basket brown.
It has a basket. lovely eyes.
pedals has a cute nose.

It has two pedals.
has
are kickboard
have is pink and black.
is has handles.
are has three small wheels.
have
has
is
smart phone
is black.
has a wide screen.
has many apps.
The room has windows.
My puppy has a short tail.

bike
We have two big cats.
is blue and white.
There are many comic books.
It has a seat and two pedals.
She has a colorful bike.
It has two big wheels.
They have a new robot.
*Answers may vary.
122
pages 48-51
tiger This is a tiger.
teeth It has sharp teeth.
zebra This is a zebra.

monkey This is a monkey.
stripes It has black and white stripes.
arms It has long arms.
eagle This is an eagle.
wings It has big wings.

cheetah
dolphin
lemur
dolphin This is a dolphin.
is white and gray.
fins It has strong fins.
has big eyes.
cheetah This is a cheetah.
has a long tail.
spots It has black spots.
It has short legs.
It has a long tail. cheetah
It has a round body. is very fast.
It has wide wings. has a slender body.
It has sharp teeth. has black spots.
It has black stripes.
It has strong fins.
It has large eyes.

eagle
is very strong.
has large wings.
has a hooked beak.
tiger
is strong.
It has black stripes.
It has sharp teeth.
*Answers may vary.
123
pages 52-55
lunch I eat lunch at school.

get up I get up at 7 o’clock.
science I study science.
wash I wash my face.
home I come home after school.
eat I eat breakfast.
I go to school. o’clock I go to bed at 10 o’clock.

go
friends I play with my friends.
am busy
get up
study We study English. eat breakfast.
do We do our homework. go to school.
go We go to bed at night.
We are busy.
am busy
I eat lunch.
study English.
They study English.
eat dinner.
You go to school.
do my homework.
am busy
get up
wash my face.
go to school.
am busy.
eat snacks.
study math. am busy every evening.

eat snacks. I eat dinner.
study math. I draw pictures.
eat snacks. I study math and English.
study math.
*Answers may vary.
124
pages 56-59
goes She goes to work. gets up She gets up at 6 o’clock.

reads She reads the newspaper. goes He goes to work.
makes She makes snacks. eats She eats lunch at work.
cleans She cleans the house. comes He comes home at 5 o’clock.
go They go to bed at 11 o’clock.
is an inventor.
washes He washes his car.
works at home
cooks He cooks dinner.
cooks dinner.
watches He watches TV.
cleans the house.
does He does the laundry.
does
go is a teacher.
gets up is busy
wash eat dinner
clean does the dishes.
studies
eats
is an artist.
works at home
makes snacks
reads the newspaper.
My mom does the laundry.
We go to school every day.
My sister helps my mom.

is a businessman.
My mom and dad are busy.
goes to work
They clean their house.
washes his car.
My dad goes to work every day.
does the laundry.
They read the newspaper.
*Answers may vary.
125
pages 60-63
watches She watches cartoons.

basketball He plays basketball.
does He does his homework.
ballet class She has a ballet class.
ride They ride their bikes.
swimming They go swimming.
We study English. helps She helps her mom.

English
have They have basketball practice.
do fun things
have a ballet lesson.

video games She plays video games. dancing
soccer practice They have soccer practice. play soccer.
piano lesson He has a piano lesson.
eat
goes do fun things
play go swimming.
rides play video games.
do read comics.
has
do fun things
watches cartoons.
We go swimming after school. plays basketball.
have a ballet lesson.
She has a piano lesson today.
do fun things
He reads comics after school. We have soccer practice.
We play basketball.
We ride our bikes.

They have soccer practice today.
*Answers may vary.
126
My First Writing 1 Grammar Worksheet 1
Name:
> Write the correct form of Be verb.

1 She Jessica.
2 Betty and Nancy my sisters.
3 He tall.
4 We pretty.
5 I a girl.
6 They seven years old.
7 You smart.
> Write the words in the correct order. Cross out the extra word(s).
8 am are a I student .
9 tall are is Ted .
10 six are You am years old .
ⓒ 2019 Photocopiable 127

Name:
> Circle the correct word(s).

1 He is a farmer / farmers .
2 They are a nurse / nurses .
3 Mrs. Smith is an artist / artists .
4 My sister and brother are a student / students .
5 She is a businesswoman / businesswomen .
6 I am an inventor / inventors .
7 We are a doctor / doctors .
> Read and number the parts of the sentence.

8 is My mom a teacher .
3 1 2 4 5
9 grandpa is My busy .
10 39 She years old is .
128 ⓒ 2019 Photocopiable

Name:
> Write Her, His, or Its.

1 She is my sister. name is Amanda.
2 This is my brother. hands are big.
3 My cat is a girl. tail is white.
4 Look at the rabbit. ears look cute.
5 This is my hamster. name is Churro.
6 My turtle is a boy. legs are short.
> Circle the mistake. Write the correct sentence(s).

7 She am not tall. She is short.
8
Its legs not are long. They are short.
9 You is not short.
10 He not is Roy. He is Sean.

Name:
> Look and circle the correct word.

1 2 3
4 5 6
1 The socks are in / on / under the book.
2 The books are in / on / under the bookcase.
3 The toys are in / on / under the bed.
4 The pillow is in / on / under the bed.
5 The cat is in / on / under the desk.
6 The clothes are in / on / under the closet.
> Write the words in the correct order.

7 My toys in are the toy box .
8 the shelf on My bag is .
9 under the desk is My cat .
10 are on My boxes the bed .

Name:
> Match and write in or on.

1 2 3
The map is The mat is We are

the wall. the floor. the classroom.
The clock is The books are the They are

the wall. floor. the hallway.
4 5 6
> Circle the mistake. Write the correct sentence.

7 The teacher is on the classroom.
8 The whiteboards is on the wall.
9 The trash can is in the floor.
10 My classroom are wonderful.

Name:
> Write in, at, or on.
1 We are the playground.
2 Tommy is the slide.
3 I am the sandbox.
4 We are the playground.
5 My friend and I are the seesaw.
6 My mom is the bench.
> Read and put the best punctuation.

Period 7 Are you in the sandbox
8 Sue and I are on the swings

Question Mark
9 Let’s go
Exclamation Mark
10 Is Peter at the playground

Name:
> Write There is or There are.
1 a school.
2 bookstores.
3 a playground.
4 pretty houses.
5 apartments.
6 a park.

7 There are a small house.
8 There is a tall buildings.
9 It are an interesting place.
10 The playground am great.

Name:
> Circle the correct words.

1 There is a city hall / city halls .
2 There are a shopping mall / shopping malls .
3 It is an old city park / old city parks .
4 There are a new bank / new banks .
5 There is a department store / department stores .
6 It is a train station / train stations .
7 There are a movie theater / movie theaters .
8 is are a bus There .
9 libraries are is There new .
10 an bank old It are is .

Name:
> Write There is or There are.

1 shoes.
2 apples.
3 ice cream.
4 delicious snacks.
5 watermelon juice.
6 bread.
7 yogurt.
8 is are meat There .
9 There fun are thing things .
10 milk There is are .

Name:
> Match and write have or has.

1 2 3
The rabbits He She

long ears. a soccer ball. long hair.
The eagle They The puppy

large wings. a new car. big eyes.
4 5 6

7 I has two sisters.
8 Ted have many friends.
9 Cats has cute ears.
10 We has new computers.

Name:
> Write is, are, have, or has.

1 The building many windows.
2 This my favorite animal.
3 My brothers short hair.
4 They black and white.
5 Turtles four legs.
6 You nice glasses.
7 She colorful clothes.
8 has have We two cats .
9 Betty a have has camera .
10 have has My kickboard handles .

Name:
> Choose and write the word.

have is (2x) are has (2x)
1 Dolphins pretty eyes.
2 The body black and brown.
3 There zebras at the zoo.
4 An eagle big wings.
5 A monkey my favorite animal.
6 It many black spots.
> Make and write the sentences.

Verb
Subject Others
are
It sharp teeth
has
Zebras small wings
Tigers in the zoo
7 It
8 It
9 Zebras
10 Tigers
Name:
> Choose and write the word(s).

get up wash eat do study go
1 We to the park at three o’clock.
2 I English and science.
3 I at seven o’clock.
4 They lunch.
5 I my hands.
6 We our homework.
> Circle the correct word(s).

7 She is / am busy.
8 We eat / go dinner at six o’clock.
9 I do / wash my face every day.
10 They get up / do their homework after dinner.

Name:
> Write the correct form of the verb.

1 clean She her house.
2 cook My dad breakfast.
3 read He the newspaper.
4 watch Sally cartoons.
5 go They to work at nine o’clock.
6 make Ben snacks.
7 do You the laundry.
8 to goes He the bank go .
9 help people We helps many .
10 My us love dad loves .

Name:
> Choose and write the correct form of the verb.

have (2x) go read play watch
1 Ann has a piano lesson.
2 I swimming every day.
3 He TV at home.
4 My brothers basketball after school.
5 Jason soccer practice today.
6 She comics before dinner.

7 Betty have a ballet lesson.
8 They plays video games today.
9 He go swimming after school.
10 She watch a movie in her room.

My First Writing 1 Grammar Worksheet Answer Key (Units 1- 4)
Unit 1 Unit 3
1 is 1 Her
2 are 2 His
3 is 3 Her
4 are 4 Its
5 am 5 Its
6 are 6 His
7 are 7 am
8 are, I am a student. She is not tall. She is short.
9 are, Ted is tall. 8 not are

Its legs are not long. They are short.
10 am, You are six years old.
9 is
You are not short.
10 not is
He is not Roy. He is Sean.
Unit 2 Unit 4
1 a farmer 1 under
2 nurses 2 in
3 an artist 3 on
4 students 4 on
5 a businesswoman 5 under
6 an inventor 6 in
7 doctors 7 My toys are in the toy box.
8 3, 1, 2, 4, 5 8 My bag is on the shelf.
My mom is a teacher. 9 My cat is under the desk.
9 2, 3, 1, 4, 5 10 My boxes are on the bed.
My grandpa is busy.
10 3, 1, 4, 2, 5
She is 39 years old.

My First Writing 1 Grammar Worksheet Answer Key (Units 5 - 8)
Unit 5 Unit 7
1 The mat is on the floor. 1 There is

2 The map is on the wall. 2 There are
3 We are in the classroom. 3 There is
4 The clock is on the wall. 4 There are
5 They are in the hallway. 5 There are
6 The books are on the floor. 6 There is
7 on 7 are
The teacher is in the classroom. There is a small house.
8 whiteboards 8 buildings
The whiteboard is on the wall. There is a tall building.
9 in 9 are
The trash can is on the floor. It is an interesting place.
10 are 10 am
My classroom is wonderful. The playground is great.
Unit 6 Unit 8
1 at 1 a city hall
2 on 2 shopping malls
3 in 3 an old city park
4 at 4 new banks
5 on 5 a department store
6 on 6 a train station
7 ? 7 movie theaters
8 . 8 are, There is a bus.
9 ! 9 is, There are new libraries.
10 ? 10 are, It is an old bank.

My First Writing 1 Grammar Worksheet Answer Key (Units 9 -12)
Unit 9 Unit 11
1 There are 1 has

2 There are 2 is
3 There is 3 have
4 There are 4 are
5 There is 5 have
6 There is 6 have
7 There is 7 has
8 are, There is meat. 8 has, We have two cats.
9 thing, There are fun things. 9 have, Betty has a camera.
10 are, There is milk. 10 have, My kickboard has handles.
Unit 10 Unit 12
1 She has long hair. 1 have

2 The rabbits have long ears. 2 is
3 He has a soccer ball. 3 are
4 They have a new car. 4 has
5 The eagle has large wings. 5 is
6 The puppy has big eyes. 6 has
7 has 7 It has sharp teeth.
I have two sisters. 8 It has small wings.
8 have 9 Zebras are in the zoo.
Ted has many friends.
10 Tigers are in the zoo.
9 has
Cats have cute ears.
10 has
We have new computers.

My First Writing 1 Grammar Worksheet Answer Key (Units 13 -15)
Unit 13 Unit 15
1 go 1 has
2 study 2 go
3 get up 3 watches
4 eat 4 play
5 wash 5 has
6 do 6 reads
7 is 7 have
8 eat Betty has a ballet lesson.
9 wash 8 plays
They play video games today.
10 do
9 go
He goes swimming after school.
10 watch
She watches a movie in her room.
Unit 14
1 cleans
2 cooks
3 reads
4 watches
5 go
6 makes
7 do
8 go, He goes to the bank.
9 helps, We help many people.
10 love, My dad loves us.

My First Writing 1
Writing Correction Worksheet 1 Name:
> Find and circle the four mistakes. Then rewrite the story.
My Brother and I
i am Jessica Kim.
I am a girl.
I am seven old years.
I am short.
Ben is my brothre.
He is eight years old.
Heis tall.
My Brother and I
Writing Checklist
1 Sentences begin with a capital letter. 4 Words are spelled correctly.
2 Sentences end with a period. 5 Words are in the correct order.
3 Words are spaced out properly.

My First Writing 1
My Mom and Dad

My mom is a businesswoman.
she is 32 years old.
She is busy
My dad is a nurs.
He is 39 years old.
He kind is.
Writing Checklist

My First Writing 1
My Pet Alice
Alice is my cat.
Sheis white.
She is pretty.
Her eyes are round
her nose is small.
Her tail short is.
Writing Checklist

My First Writing 1
My Room
My room is messy
My books are in the tyo box.
my socks are on the bed.
My pillow is in the closet.
My clothes areon the shelf.
My dog is on the chair.
Writing Checklist

My First Writing 1
My Classroom
My classroom is great.
it is large and clean.
The clockis on the wall.
The whiteboar is on the wall.
The books are on the desks
Our pens are on our desk.
Writing Checklist

My First Writing 1
The Playground
Roy is ni the sandbox.
he is happy.
Jane is on the slide
She happyis.
Tom and I are on the monkey bars.
We are happy too.
Writing Checklist

My First Writing 1
My Neighborhood
My neighborhood is great.
there is a park.
Itis new.
There are small stores.
They are pretty.
There are buildings many.
They are tall
Writing Checklist

My First Writing 1
My Big Town
My town is big
There is amuseum.
It is a wonderful place.
There is a librayr.
It is old and great.
There are department stores.
they are new and beautiful.
Writing Checklist

My First Writing 1
At the Market
the market is an interesting place.
There arefresh fruits.
There are many snacks.
There are flowers colorful.
There are pretty clothes
There are cool toys.
Writing Checklist

My First Writing 1
My Favorite Character
hermione is my favorite character.
Sheis a wi ard.
She is pretyt and smart.
She has long, red hair.
She good has parents.
She has many friends.
Writing Checklist

My First Writing 1
My Favorite Thing
My bike is my favorite thing
It hastwo wheels.
It has two handles.
It has a baskte.
it has a seat.
It has two pedals.
Writing Checklist

My First Writing 1
My Favorite Animal
a ebra is my favorite animal.
It has black and white stripse.
It has stronglegs.
It has a tail long.
It has pretty eyes.
It has cute ears.
Writing Checklist

My First Writing 1
My Busy Day
I ambusy every day.
I get up at eight o’clock in the morning.
I eta breakfast.
I go to school.
i come home.
I do my homework.
I study English
Writing Checklist

My First Writing 1
My Mom’s Day
my mom is an artist.
Shemakes many wonderful things.
She wroks at home.
She is busy.
She makes snacks.
She washes car her.
Writing Checklist

My First Writing 1
After-school Fun
We do interesting things after school.
I have soccre practice.
I like playingsoccer.
Judy has a swimming lesson.
She swimming likes.
Sean plays with his friends.
he watches cartoons.
Writing Checklist

My First Writing 1
Writing Correction Worksheet Answer Key (Units 1- 4)
Unit 1 Unit 3
My Brother and I My Pet Alice
I am Jessica Kim. Alice is my cat.
I am a girl. She is white.
I am seven years old. She is pretty.
I am short. Her eyes are round.
Ben is my brother. Her nose is small.
He is eight years old. Her tail is short.
He is tall.
Unit 2 Unit 4
My Mom and Dad My Room
My mom is a businesswoman. My room is messy.
She is 32 years old. My books are in the toy box.
She is busy. My socks are on the bed.
My dad is a nurse. My pillow is in the closet.
He is 39 years old. My clothes are on the shelf.
He is kind. My dog is on the chair.

My First Writing 1
Writing Correction Worksheet Answer Key (Units 5 - 8)
Unit 5 Unit 7
My Classroom My Neighborhood
My classroom is great. My neighborhood is great.
It is large and clean. There is a park.
The clock is on the wall. It is new.
The whiteboard is on the wall. There are small stores.
The books are on the desks. They are pretty.
Our pens are on our desk. There are many buildings.
They are tall.
Unit 6 Unit 8
The Playground My Big Town
The playground is wonderful. My town is big.
Roy is in the sandbox. There is a museum.
He is happy. It is a wonderful place.
Jane is on the slide. There is a library.
She is happy. It is old and great.
Tom and I are on the monkey bars. There are department stores.
We are happy too. They are new and beautiful.

My First Writing 1
Writing Correction Worksheet Answer Key (Units 9 -12)
Unit 9 Unit 11
At the Market My Favorite Thing
The market is an interesting place. My bike is my favorite thing.
There are fresh fruits. It has two wheels.
There are many snacks. It has two handles.
There are colorful flowers. It has a basket.
There are pretty clothes. It has a seat.
There are cool toys. It has two pedals.
Unit 10 Unit 12
My Favorite Character My Favorite Animal
Hermione is my favorite character. A zebra is my favorite animal.
She is a wizard. It has black and white stripes.
She is pretty and smart. It has strong legs.
She has long, red hair. It has a long tail.
She has good parents. It has pretty eyes.
She has many friends. It has cute ears.

My First Writing 1
Writing Correction Worksheet Answer Key (Units 13 -15)
Unit 13 Unit 15
My Busy Day After-school Fun
I am busy every day. We do interesting things after school.
I get up at eight o’clock in the morning. I have soccer practice.
I eat breakfast. I like playing soccer.
I go to school. Judy has a swimming lesson.
I come home. She likes swimming.
I do my homework. Sean plays with his friends.
I study English. He watches cartoons.
Unit 14
My Mom’s Day
My mom is an artist.
She makes many wonderful things.
She works at home.
She is busy.
She makes snacks.
She washes her car.

Placement Test Information
The My First Writing 1 Placement Test has been designed to help teachers accurately place students
in the appropriate level of the series by evaluating students’ existing knowledge. The test questions
come directly from My First Writing 1 .
This paper-based test has been designed to be photocopiable.
How to Administer the Placement Test
1 Print or photocopy the test pages.
2 Make sure students are comfortable and know how to complete the questions.
3 Once students have finished the test, use the scoring rubric to help place them in the
appropriate class. There are 20 questions, and each question is worth 5 points.
Scoring Rubric
Score Placement Recommendation
The student is not ready to begin My First Writing 1 . The student will benefit
0 - 20
from studying My First Reading first.
21-70 The student is ready to begin studying My First Writing 1 .
Starting My First Writing 2 following a review of My First Writing 1 is the

71- 80
recommended course of action.
The student is ready to begin My First Writing 2 . To confirm student level,

81-100
administer the placement test for My First Writing 2 .

My First Writing 1 Name : Score : / 100
Placement Test (Page 1/2)
> Choose and write the word. (5 points each)

bank picture boy teacher museum doctor
1 2 3
4 5 6
> Write the words in the correct order. (5 points each)

7 name His Pluto is .
8 is She the sandbox in .
9 has The classroom windows many .
10 My does mom the dishes .

(Page 2/2)
> Circle the correct word(s). (5 points each)

11 We is / are ten years old. 12 She do / does the laundry.
13 It / Its body is big and round. 14 There is / There are apartments.
> Look, circle, and write the word. (5 points each)
15 My room is today.
a messy b smart c clean
16
My socks are the bed.
a in b on c under
17
My is in the basket.
a book b cat c pillow
> Correct the underlined mistake. Write the correct sentence. (5 points each)
E.g. My teacher help students. My teacher helps students.
18 our books are on the desks.
19 Poly and I are on the seesaw
20 Thereare many buses and cars.

Unit My First Writing 1 Name : Score : / 10
1 Test
> Look and write the letters in the correct order.

1 2
a h p y p n f u y n
3 4
s s i e r t m s a r t
> Circle the correct word. Rewrite the sentence.

E.g. They is / are three years old. They are three years old.
5 I is / am a boy.
6 We are / am pretty.
7 You / She is short.
8 He / We is tall.
9 We is / are students.
10 Jay and Ken am / are brothers.

2 Test

artist farmer young nurse busy kind
1 2 3
4 5 6

7 Judy not tall is .
8 eyes Its are big .
9 is Her nose not small .
10 am not a doctor I .

3 Test

1 2
a big a short
b small b long
3 4
a round a long
b long b short
> Circle the mistake. Write the correct sentence(s).

5 Fido is a boy. He eyes are small.
6 My dog is a girl. His legs are short.
7 My nose are not big. It is small.
8 I not am a nurse. I am a doctor.
9 My cat are not big.
10 His ears am not funny.

4 Test

closet socks basket pillow bookcase clothes
1 2 3
4 5 6

7 is His clean room .
8 The books on are the desk .
9 The cat under the table is .
10 the box in The toys are .

5 Test

lights whiteboard map mat bulletin board trash can
1 2 3
4 5 6

7 is the wall on The clock .
8 The lights on are the ceiling .
9 in Tony the classroom is .
10 the drawer are not in My pencils .

6 Test

seesaw slide monkey bars playground swings sandbox
1 2 3
4 5 6

7 are the playground They at .
8 the monkey bars He on is .
9 the slide is on She .
10 My brothers in are the sandbox .

7 Test

1 2
s h u e o s o r e t
3 4
c s o l h o i u i b d l g n

E.g. It is / are a fun place. It is a fun place.
5 Joe are / is a strong boy.
6 There are / is big apartments.
7 There are / is new stores.
8 There are / is a small school.
9 Amy is / are a good student.
10 There am / are many birds.

8 Test

library post office movie theater town hall museum train station
1 2 3
4 5 6

7 bookstore It a new is .
8 new The are shopping malls .
9 three There libraries are .
10 an old is building There .

9 Test

1 2
a eggs a meat
b bread b fruits
3 4
a flowers a eggs
b vegetables b drinks

5 There is beautiful clothes.
6 There are milk in the glass.
7 My dad and mom is at the store.
8 The museum is a fun places.
9 There is some orange juices.
10 There are fresh meat.

Midterm Test (Units 1- 9) (Page 1/2)

am are is (2x)
1 I Julie Kim. 2 Fred a student.
3 She four years old. 4 Tom and Kevin tall.
> Circle the correct word(s). (5 points each)

5 Linda is a businesswoman / businesswomen .
6 He am not / is not short. He is tall.
7 There is / There are pretty houses.

8 My books are the bed under .
9 are The girls the hallway in .
10 are on We the monkey bars .

(Page 2/2)
> Circle the mistake. Write the correct sentence(s). (5 points each)
11 There am a house.
12 My dog is a girl. His ears are long.
13 There are juice in the glass.
14 It is an old museums.
> Look and write the sentences using the correct Be verb. (5 points each)
15 18
my hamster His eyes small
16 19
brown and white Churro His legs strong
17 20
cute His tail long
15 Churro 18
16 He 19
17 20

10 Test

1 2
i t y n r a b e v
3 4
n g s r t o r p e t y t

E.g. You have / has some books. You have some books.
5 I have / has one brother.
6 John have / has an old bike.
7 My sister has / is pretty.
8 The kangaroo have / has a big tail.
9 Tigers have / are strong animals.
10 We have / has magic wands.

11 Test

1 2
a handles a pedals
b wheels b feet
3 4
a buttons a camera
b players b screen

5 Max have a sister.
6 The kids have always happy.
7 She has a new bikes.
8 Hamsters is small animals.
9 You has red toy cars.
10 My dog is a short tail.

12 Test

spots stripes fins wings arms teeth
1 2 3
4 5 6

7 big have eyes Owls .
8 and white The body black is .
9 are ducks There in the pool .
10 My brother hair has short .

13 Test

1 2
h l c n u e o m h o w k r
3 4
a s h w n l i E g h s

E.g. You go / are busy. You are busy.
5 I eat / study math.
6 We have / are at home.
7 You go / do to school.
8 They play / eat a big dinner.
9 We do / are our homework.
10 I get up / have at 7 o’clock.

14 Test
> Look and circle the correct words.

1 a r ead the
2
a watch TV
newspaper
b make snacks
b go to work
3 4
a cook dinner a wash the car
b clean the house b do the laundry

5 Fred go to work.
6 I helps my mom.
7 Kevin and I watches cartoons.
8 My sister do the dishes.
9 They goes to school together.
10 My mom and dad is busy.

15 Test

1 2
l t b l e a a s b e t k a b l l
3 4
o p n a i m g i n w s m i

E.g. Ben play / plays soccer. Ben plays soccer.
5 He ride / rides his bike to the lake.
6 Mom go / goes to the library.
7 Jane have / has a snack after lunch.
8 You watch / watches TV after dinner.
9 Tony do / does his homework at night.
10 They have / has a ballet lesson today.

Final Test (Units 10 -15) (Page 1/2)
> Write is, are, have, or has. (5 points each)

1 He a soccer ball. It black and white.
2 The turtle very cute. It a small head.
3 These new cars. They Mike’s and Sandy’s cars.
4 We many toys. They fun.
> Circle the mistake. Write the correct sentence. (5 points each)
5 They gets up at nine o’clock.
6 He eat an apple every day.
7 A cheetah have black spots.

8 has She new car a .
9 the My mom dishes does .
10 sharp They have teeth .

(Page 2/2)

large watches play smart
11 The bird has wings.
12 You soccer after school.
13 Kate is .
14 She TV after lunch.
> Look and write the sentences using is or has. (5 points each)
15
my favorite thing
16 20
a game player many buttons
Nintendo DS
17 19
new two screens
18
white
15 Nintendo DS 18
16 It 19
17 It 20

Test Answer Key
Placement Test 188
Unit Tests (Units 1- 9) 188
Midterm Test 189
Unit Tests (Units 10 -15) 190
Final Test 191
187
My First Writing 1
Test
Answer Key
Placement Test Unit 2 Test
1 teacher 1 artist
2 bank 2 busy
3 museum 3 nurse
4 picture 4 young
5 boy 5 farmer
6 doctor 6 kind
7 His name is Pluto. 7 Judy is not tall.
8 She is in the sandbox. 8 Its eyes are big.
9 The classroom has many windows. 9 Her nose is not small.
10 My mom does the dishes. 10 I am not a doctor.
11 are
12 does
Unit 3 Test
13 Its
14 There are 1 ⓐ
15 ⓐ 2 ⓑ
16 ⓒ 3 ⓐ
17 ⓒ 4 ⓑ
18 Our books are on the desks. 5 He, Fido is a boy. His eyes are small.
19 Poly and I are on the seesaw. 6 His, My dog is a girl. Her legs are short.
20 There are many buses and cars. 7 are, My nose is not big. It is small.
8 not am, I am not a nurse. I am a doctor.
9 are, My cat is not big.
Unit 1 Test 10 am, His ears are not funny.
1 happy
2 funny
Unit 4 Test
3 sister
4 smart 1 pillow
5 am, I am a boy. 2 bookcase
6 are, We are pretty. 3 basket
7 She, She is short. 4 socks
8 He, He is tall. 5 clothes
9 are, We are students. 6 closet
10 are, Jay and Ken are brothers. 7 His room is clean.
8 The books are on the desk.
9 The cat is under the table.
10 The toys are in the box.
Unit 5 Test Unit 8 Test
1 whiteboard 1 museum
2 mat 2 post office
3 bulletin board 3 library
4 map 4 train station
5 trash can 5 movie theater
6 lights 6 town hall
7 The clock is on the wall. 7 It is a new bookstore.
8 The lights are on the ceiling. 8 The shopping malls are new.
9 Tony is in the classroom. 9 There are three libraries.
10 My pencils are not in the drawer. 10 There is an old building.
1 swings 1 ⓑ
2 monkey bars 2 ⓑ
3 playground 3 ⓐ
4 sandbox 4 ⓑ
5 seesaw 5 is, There are beautiful clothes.
6 slide 6 are, There is milk in the glass.
7 They are at the playground. 7 is, My dad and mom are at the store.
8 He is on the monkey bars. 8 places, The museum is a fun place.
9 She is on the slide. 9 juices, There is some orange juice.
10 My brothers are in the sandbox. 10 are, There is fresh meat.
Unit 7 Test Midterm Test
1 house 1 am
2 store 2 is
3 school 3 is
4 building 4 are
5 is, Joe is a strong boy. 5 a businesswoman
6 are, There are big apartments. 6 is not
7 are, There are new stores. 7 There are
8 is, There is a small school. 8 My books are under the bed.
9 is, Amy is a good student. 9 The girls are in the hallway.
10 are, There are many birds. 10 We are on the monkey bars.
11 am, There is a house. 3 ⓐ
12 His, My dog is a girl. Her ears are long. 4 ⓑ
13 are, There is juice in the glass. 5 have, Max has a sister.
14 museums, It is an old museum. 6 have, The kids are always happy.
15 is my hamster. 7 bikes, She has a new bike.
16 is brown and white. 8 is, Hamsters are small animals.
17 He is cute. 9 has, You have red toy cars.
18 His eyes are small. 10 is, My dog has a short tail.
19 His legs are strong.
20 His tail is long.
Unit 12 Test
Question Index (Midterm Test) 1 teeth

Question Unit Question Unit 2 stripes
1 U1 11 U8 3 spots
2 U1 12 U3 4 fins
3 U1 13 U9
5 arms
4 U1 14 U8
5 U2 15 U3 6 wings
6 U3 16 U3 7 Owls have big eyes.
7 U7 17 U3 8 The body is black and white.
8 U4 18 U3
9 There are ducks in the pool.
9 U5 19 U3
10 U6 20 U3 10 My brother has short hair.

1 tiny 1 lunch
2 brave 2 homework
3 strong 3 wash
4 pretty 4 English
5 have, I have one brother. 5 study, I study math.
6 has, John has an old bike. 6 are, We are at home.
7 is, My sister is pretty. 7 go, You go to school.
8 has, The kangaroo has a big tail. 8 eat, They eat a big dinner.
9 are, Tigers are strong animals. 9 do, We do our homework.
10 have, We have magic wands. 10 get up, I get up at 7 o’clock.

1 ⓑ 1 ⓐ
2 ⓐ 2 ⓑ
3 ⓐ 15 is my favorite thing.
4 ⓑ 16 is a game player.
5 go, Fred goes to work. 17 is new.
6 helps, I help my mom. 18 It is white.
7 watches, Kevin and I watch cartoons. 19 It has two screens.
8 do, My sister does the dishes. 20 It has many buttons.
9 goes, They go to school together.
10 is, My mom and dad are busy. Question Index (Final Test)
Question Unit Question Unit

1 U11 11 U10
Unit 15 Test 2 U11 12 U15
3 U11 13 U10
1 ballet
4 U11 14 U15
2 basketball 5 U13 15 U11
3 piano 6 U13 16 U11
4 swimming 7 U12 17 U11
8 U10 18 U11
5 rides, He rides his bike to the lake.
9 U14 19 U11
6 goes, Mom goes to the library. 10 U12 20 U11
7 has, Jane has a snack after lunch.
8 watch, You watch TV after dinner.
9 does, Tony does his homework at night.
10 have, They have a ballet lesson today.
Final Test
1 has, is
2 is, has
3 are, are
4 have, are
5 gets, They get up at nine o’clock.
6 eat, He eats an apple every day.
7 have, A cheetah has black spots.
8 She has a new car.
9 My mom does the dishes.
10 They have sharp teeth.
11 large
12 play
13 smart
14 watches

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Teacher’s Manual

6-Step Writing Process 8

Scope and Sequence 10

Workbook Answer Key 112

Grammar Worksheets 127

Grammar Worksheet Answer Key 142

Writing Correction Worksheets 146

Writing Correction Worksheet Answer Key 161

Unit 2 18 Writing Project 3 70

Writing Project 1 30 Unit 11 78

Unit 5 38 Writing Project 4 90

Writing Project 2 50 Unit 14 98

Unit 7 52 Unit 15 104

Unit 8 58 Writing Project 5 110

•Systematic 6-step writing process

•Exercises for sentence pattern

•Complete and detailed lesson plans

My First Writing Online

•Downloadable Teacher Resources •Worksheets and Tests

Your Idea Web

family members Be verbs (present simple)

Writing Project 1 All about Mom and Dad Report Writing

prepositions: in, on, under

Writing Project 2 Classroom Hanger Mobile Report Writing

 uildings and things in a

8 My Town places and things in a town there + be

Writing Project 3 My Town Postcard Letter Writing

 ords related to famous

 ords related to favorite

Writing Project 4 My Family’s Favorite Place Report Writing

Writing Project 5 My Schedule Chart Writing

• E-book, pages 6-11 (optional)

Lesson 1 Student Book pp. 6-9

B Look and write the name.

and fill in the blanks with the correct

students have finished.

STEP 2 Word Practice

A Choose and write the word.

correct words chosen from the word bank.

A Write am, is, or are.

the sentences using the correct Be are

students have finished. is

say the sentences.

sentences that they can make with

to guide them along.

subjects Tom and We.

made with each subject: Extension Activity Hot Potato

students have finished.

I am a boy. is ten years old.

A Read and complete the idea web.

accordingly, omitting the Be verbs.

with the class.

out their story in Step 6, have them

writing according to the writing

Show and Tell

STEP 6 Your Writing

> Look at your idea web in Step 5. Draw and write

• E-book, pages 12-17 (optional)

Lesson 1 Student Book pp. 12-15

•Systematic 6-step writing process

•Exercises for sentence pattern

•Complete and detailed lesson plans

uildings and things in a

ords related to famous

ords related to favorite

> Look at your idea web in Step 5. Draw and write

> Look at your idea web in Step 5. Draw and write

A Write Her, His, or Its.

• Ask students to read and complete

• Have students circle the correct

Her eyes are small. >> Unit 3 Test

• Ask students to read and complete