1 Basic Reading 800 Key Words 2

Unit 1 Baby Brother

Objectives
 New words: inside, belly, feed, noisy, take care
 Sentence pattern: Clauses
(When Henry needs to eat, Mom lets me
feed him.)
Warm Up
• Greet your students.
• Ask students to make observations about the
main illustration on pages 6-7. Ask students
questions about the picture. Ask class to make a
prediction about what might show up in the unit.
• Have students look at the “Warm Up” prompt
question. Read the question aloud.
• Before asking students if they think having
siblings or being an only child is better, ask for
volunteers to talk about who they are close to in
their family (Do you have a sibling? If yes, are
you close to him or her? If no, who are you close
with in your family?).

Before Reading
New Words
 Have students open their SBs to page 6. Direct their attention to the pictures along the left side of
the page.
 Introduce the New Words. Go through the list, pointing to and saying the words, then have
students repeat.
 Play Track 2 and have students repeat. Practice the words a few more times, calling on students
individually or as a class.

Find It!
 This section works to engage students’ interest in the unit topic.
 Explain that there are two hidden words [eat, noisy] in the pictures. Have students work
individually or in pairs to find and circle these words.
 When they are done, they should raise one hand. When all students’ hands are raised, point to
the words together as a class.

Basic Reading 800 Key Words 2 | Teacher’s Guide

2 Basic Reading 800 Key Words 2

Bonus Words
 Focus students to the related content at the bottom of page 6.
 Brothers and sisters are our “siblings.” People often “hug” their family members.
 Possible Extension: Ask students to talk about
what they like to do with their “siblings.” Ask
students to talk about what they would do with
a new “sibling.”
 Possible Extension: Ask students to make
their own sentences using “siblings” and “hug.”

Reading
Reading: “Baby Brother”
 Read the story once yourself, slowly, giving
students time to follow along and look at the
picture.
 Go through the story again, having students
repeat each line.
 Play Track 3. Have students just listen the first
time, and repeat the second time.
 Optional: Have different students read one
line individually, allowing different students the
opportunity to read a line.

Expansion
 Read the passage aloud, stopping before the
“new words” and having students say the “new
word.”
 Assign students to work in groups of three or four to read the passage aloud, with each student
reading one word or sentence at a time.

Basic Reading 800 Key Words 2 | Teacher’s Guide

3 Basic Reading 800 Key Words 2

After Reading
Check It
This exercise checks students’ comprehension
of the story and reinforces the new words.
 Read, or ask a student to read, the direction
line for exercise A. Instruct students to circle
the correct answers.
 Have students complete exercise A alone or
in pairs.
 Next, read, or ask a student to read, the
direction line for exercise B. Instruct students
to circle the correct answers.
 Have students complete exercise B alone or
in pairs.
 Go through the answers as a class.

Expansion
Talk about family.
 Remind students of the warm-up discussion
about whether it’s better to have a sibling or
be an only child.
 Ask students to think about their favorite
family member (should only be a few minutes
at most) and write down some reasons why
the family member is their favorite.
 Then, ask student to turn to a partner and discuss their ideas. Students should consider how their
partners’ ideas are different and/or the same as theirs.
 Finally, ask student pairs to share their findings with the class. Encourage students to ask their
classmates questions.
 Optional: Create a chart which represents the different opinions of the class. Compare the different
family members that student consider their favorite.

Basic Reading 800 Key Words 2 | Teacher’s Guide

4 Basic Reading 800 Key Words 2

Learn It
This exercise further reinforces the new vocabulary from the unit.
 Read, or ask a student to read, the direction line, instructing students to write the correct answers.
 Have students complete the exercise alone or in pairs.
 Go through the answers as a class.

Expansion
Play “Spelling Corners.”
 Have students at their desks with a blank sheet of paper and pencil.
 Say a target word. Students need to spell the word in each of the four corners of their paper. When
they finish, they raise their paper up for the teacher to see. The first student to write the word
correctly in all four corners gets a point.
 Repeat until all the words have been done. The student with the most points wins.

Say & Write It

 This exercise provides listening and speaking
practice with the new words and sentence
pattern.
 Have students look at the words and pictures.
Explain that they will listen and write the words
in each blank.
 Play Track 4. After each sentence, pause to
allow students to repeat the sentence and write
the correct words in the blank.
 Check the answers as a class.
 Instruct students to close their books. Play
Track 4 again, having students repeat each
sentence.

Expansion
 Write the target sentences on the board.
Have students make their own sentences with
the words they can think of.

Basic Reading 800 Key Words 2 | Teacher’s Guide

5 Basic Reading 800 Key Words 2

Homework

Vocabulary Workbook 2
Writing Workbook 2
 Vocabulary Workbook 2: page 6, Unit 1
 Writing Workbook 2: pages 24-25

Basic Reading 800 Key Words 2 | Teacher’s Guide

1 Basic Reading 800 Key Words 2

Unit 2 Play Well

Objectives
 New words: piece, wheel, break, round, hurt
 Sentence pattern: Contractions
(LEGO didn’t invent their building pieces.
They’re there so that you don’t hurt yourself.)
Warm Up
• Greet your students.
• Ask students to make observations about the
main illustration on pages 10-11. Ask students
questions about the picture. Ask class to make a
prediction about what might show up in the unit.
• Have students look at the “Warm Up” prompt
question. Read the question aloud.
• Before asking students what they can build
with LEGOs, ask for volunteers to talk about
what toys they played with when they were
younger (Did you have a favorite toy? How did
you play with that toy? Who played with your
when you played with your toy?).

Before Reading
New Words
 Have students open their SBs to page 10. Direct their attention to the pictures along the left side
of the page.
 Introduce the New Words. Go through the list, pointing to and saying the words, then have
students repeat.
 Play Track 5 and have students repeat. Practice the words a few more times, calling on students
individually or as a class.

Find It!
 This section works to engage students’ interest in the unit topic.
 Explain that there are two hidden words [round, hurt] in the pictures. Have students work
individually or in pairs to find and circle these words.
 When they are done, they should raise one hand. When all students’ hands are raised, point to
the words together as a class.

Basic Reading 800 Key Words 2 | Teacher’s Guide

2 Basic Reading 800 Key Words 2

Bonus Words
 Focus students to the related content at the bottom of page 11.
 You can “build” things with the different colored and sized LEGO “bricks.”
 Possible Extension: Ask students to talk about
what they like “build” with different items. Ask
students to talk about what things are made
with “brick.”
 Possible Extension: Ask students to make
their own sentences using “build” and “brick.”

Reading
Reading: “Play Well”
 Read the story once yourself, slowly, giving
students time to follow along and look at the
picture.
 Go through the story again, having students
repeat each line.
 Play Track 6. Have students just listen the first
time, and repeat the second time.
 Optional: Have different students read one
line individually, allowing different students the
opportunity to read a line.

Expansion
 Read the passage aloud, stopping before the
“new words” and having students say the “new
word.”
 Assign students to work in groups of three or four to read the passage aloud, with each student
reading one word or sentence at a time.

Basic Reading 800 Key Words 2 | Teacher’s Guide

3 Basic Reading 800 Key Words 2

After Reading
Check It
This exercise checks students’ comprehension
of the story and reinforces the new words.
 Read, or ask a student to read, the direction
line for exercise A. Instruct students to circle
the correct answers.
 Have students complete exercise A alone or
in pairs.
 Next, read, or ask a student to read, the
direction line for exercise B. Instruct students
to write the correct answers.
 Have students complete exercise B alone or
in pairs.
 Go through the answers as a class.

Expansion
Talk about building things.
 Remind students of the warm-up discussion
about what they can build with LEGOs.
 Ask students to think about other things they
can build with (should only be a few minutes at
most) and write down some reasons why the
building material works well.
 Then, ask student to turn to a partner and
discuss their ideas. Students should consider how their partners’ ideas are different and/or the
same as theirs.
 Finally, ask student pairs to share their findings with the class. Encourage students to ask their
classmates questions.
 Optional: Create a chart which represents the different opinions of the class. Compare the different
building materials students think work best when building structures.

Basic Reading 800 Key Words 2 | Teacher’s Guide

4 Basic Reading 800 Key Words 2

Learn It
This exercise further reinforces the new vocabulary from the unit.
 Read, or ask a student to read, the direction line, instructing students to write the correct answers.
 Have students complete the exercise alone or in pairs.
 Go through the answers as a class.

Expansion
Play “Spelling Bingo.”
 Create a game card consisting of a 3X3 grid with a total of 9 spaces. In each space should be a
random number from 1 to 15.
 Call out a number at random and say a target word. Students need to write the word in the correct
number box. Once someone has three in a row, they shout out “Spelling Bingo!”
 The student should stand, say the number, and spell the word correctly. If all three words are
correct, the student wins.
Say & Write It
 This exercise provides listening and speaking
practice with the new words and sentence
pattern.
 Have students look at the words and pictures.
Explain that they will listen and write the words
in each blank.
 Play Track 7. After each sentence, pause to
allow students to repeat the sentence and write
the correct words in the blank.
 Check the answers as a class.
 Instruct students to close their books. Play
Track 7 again, having students repeat each
sentence.

Expansion
 Write the target sentences on the board.
Have students make their own sentences with
the words they can think of.

Basic Reading 800 Key Words 2 | Teacher’s Guide

5 Basic Reading 800 Key Words 2

Homework

Vocabulary Workbook 2
Writing Workbook 2
 Vocabulary Workbook 2: page 7, Unit 2
 Writing Workbook 2: pages 26-27

Basic Reading 800 Key Words 2 | Teacher’s Guide

1 Basic Reading 800 Key Words 2

Unit 3 School Club

Objectives
 New words: robot, student, draw, work, cool
 Sentence pattern: Infinitives
(My friend Izzy likes to make robots. Izzy
wants me to join the Robot Club.)
Warm Up
• Greet your students.
• Ask students to make observations about the
main illustration on pages 14-15. Ask students
questions about the picture. Ask class to make a
prediction about what might show up in the unit.
• Have students look at the “Warm Up” prompt
question. Read the question aloud.
• Before asking students what robots do for
them, ask for volunteers to talk about what they
already know about robots (Where have you
seen a robot before? What types of jobs do
different robots do? Would you want to have a
robot?).

Before Reading
New Words
 Have students open their SBs to page 14. Direct their attention to the pictures along the left side
of the page.
 Introduce the New Words. Go through the list, pointing to and saying the words, then have
students repeat.
 Play Track 8 and have students repeat. Practice the words a few more times, calling on students
individually or as a class.

Find It!
 This section works to engage students’ interest in the unit topic.
 Explain that there are two hidden words [draw, work] in the pictures. Have students work
individually or in pairs to find and circle these words.
 When they are done, they should raise one hand. When all students’ hands are raised, point to
the words together as a class.

Basic Reading 800 Key Words 2 | Teacher’s Guide

2 Basic Reading 800 Key Words 2

Bonus Words
 Focus students to the related content at the top of page 15.
 Some things can be put together with a “nut” and “bold.” These help make sure things like
machines stay together.
 Possible Extension: Ask students to talk about
what things need a “nut” and “bolt.”
 Possible Extension: Ask students to make
their own sentences using “nut” and “bolt.”

Reading
Reading: “School Club”
 Read the story once yourself, slowly, giving
students time to follow along and look at the
picture.
 Go through the story again, having students
repeat each line.
 Play Track 9. Have students just listen the first
time, and repeat the second time.
 Optional: Have different students read one
line individually, allowing different students the
opportunity to read a line.

Expansion
 Read the passage aloud, stopping before the
“new words” and having students say the “new
word.”
 Assign students to work in groups of three or
four to read the passage aloud, with each student reading one word or sentence at a time.

Basic Reading 800 Key Words 2 | Teacher’s Guide

3 Basic Reading 800 Key Words 2

After Reading
Check It
This exercise checks students’ comprehension
of the story and reinforces the new words.
 Read, or ask a student to read, the direction
line for exercise A. Instruct students to circle
the correct answers.
 Have students complete exercise A alone or
in pairs.
 Next, read, or ask a student to read, the
direction line for exercise B. Instruct students
to circle the correct answers.
 Have students complete exercise B alone or
in pairs.
 Go through the answers as a class.

Expansion
Talk about robots.
 Remind students of the warm-up discussion
about what robots can do.
 Ask students to think about what they would
have their robot do (should only be a few
minutes at most) and write down some
reasons why they would have the robot do
certain things.
 Then, ask student to turn to a partner and discuss their ideas. Students should consider how their
partners’ ideas are different and/or the same as theirs.
 Finally, ask student pairs to share their findings with the class. Encourage students to ask their
classmates questions.
 Optional: Create a chart which represents the different opinions of the class. Compare the different
things students would have their robots do and why.

Basic Reading 800 Key Words 2 | Teacher’s Guide

4 Basic Reading 800 Key Words 2

Learn It
This exercise further reinforces the new vocabulary from the unit.
 Read, or ask a student to read, the direction line, instructing students to write the correct answers.
 Have students complete the exercise alone or in pairs.
 Go through the answers as a class.

Expansion
Play “Writing Race.”
 Have students line up in two teams in front of the board.
 Say a target word. The first student on each team hurries to write the word on the board. The first
student to write the word correctly gets a point. Those two students go to the back of the line.
 Repeat until all the students have had at least one turn. The team with the most points wins.

Say & Write It

 This exercise provides listening and speaking
practice with the new words and sentence
pattern.
 Have students look at the words and pictures.
Explain that they will listen and write the words
in each blank.
 Play Track 10. After each sentence, pause to
allow students to repeat the sentence and write
the correct words in the blank.
 Check the answers as a class.
 Instruct students to close their books. Play
Track 10 again, having students repeat each
sentence.

Expansion
 Write the target sentences on the board.
Have students make their own sentences with
the words they can think of.

Basic Reading 800 Key Words 2 | Teacher’s Guide

5 Basic Reading 800 Key Words 2

Homework

Vocabulary Workbook 2
Writing Workbook 2
 Vocabulary Workbook 2: page 8, Unit 3
 Writing Workbook 2: pages 28-29

Basic Reading 800 Key Words 2 | Teacher’s Guide

1 Basic Reading 800 Key Words 2

Unit 4 You’re Invited!

Objectives
 New words: singer, actor, miss, May, ticket
 Sentence pattern: 2nd Person
(You don’t want to miss it! See you there!)
Warm Up
• Greet your students.
• Ask students to make observations about the
main illustration on pages 18-19. Ask students
questions about the picture. Ask class to make a
prediction about what might show up in the unit.
• Have students look at the “Warm Up” prompt
question. Read the question aloud.
• Before asking students what their special
talents are, ask for volunteers to talk about what
they know about magic (Have you ever seen a
magician perform? what magic tricks can you do?
What trick or magical power would you want to
be able to do?).

Before Reading
New Words
 Have students open their SBs to page 18.
Direct their attention to the pictures along the left side of the page.
 Introduce the New Words. Go through the list, pointing to and saying the words, then have
students repeat.
 Play Track 11 and have students repeat. Practice the words a few more times, calling on students
individually or as a class.

Find It!
 This section works to engage students’ interest in the unit topic.
 Explain that there are two hidden words [invite, ticket] in the pictures. Have students work
individually or in pairs to find and circle these words.
 When they are done, they should raise one hand. When all students’ hands are raised, point to
the words together as a class.

Basic Reading 800 Key Words 2 | Teacher’s Guide

2 Basic Reading 800 Key Words 2

Bonus Words
 Focus students to the related content at the bottom of page 18.
 Sometimes people like to “invite” their friends places. You might need a “ticket” to see a movie or
ride a ride at an amusement park.
 Possible Extension: Ask students to talk about
what they would “invite” a friend to do or see.
Ask students to talk about what other events
might require a “ticket.”
 Possible Extension: Ask students to make
their own sentences using “invite” and “ticket.”

Reading
Reading: “You’re Invited”
 Read the story once yourself, slowly, giving
students time to follow along and look at the
picture.
 Go through the story again, having students
repeat each line.
 Play Track 12. Have students just listen the
first time, and repeat the second time.
 Optional: Have different students read one
line individually, allowing different students the
opportunity to read a line.

Expansion
 Read the passage aloud, stopping before the
“new words” and having students say the “new
word.”
 Assign students to work in groups of three or four to read the passage aloud, with each student
reading one word or sentence at a time.

Basic Reading 800 Key Words 2 | Teacher’s Guide

3 Basic Reading 800 Key Words 2

After Reading
Check It
This exercise checks students’ comprehension
of the story and reinforces the new words.
 Read, or ask a student to read, the direction
line for exercise A. Instruct students to circle
the correct answers.
 Have students complete exercise A alone or
in pairs.
 Next, read, or ask a student to read, the
direction line for exercise B. Instruct students
to write the correct answers.
 Have students complete exercise B alone or
in pairs.
 Go through the answers as a class.

Expansion
Talk about entertainment.
 Remind students of the warm-up discussion
about what their special talent is.
 Ask students to think about their favorite
form of entertainment (should only be a few
minutes at most) and write down some
reasons they think that form of entertainment
is so great.
 Then, ask student to turn to a partner and discuss their ideas. Students should consider how their
partners’ ideas are different and/or the same as theirs.
 Finally, ask student pairs to share their findings with the class. Encourage students to ask their
classmates questions.
 Optional: Create a chart which represents the different opinions of the class. Compare the forms of
entertainment that students enjoy and why they like those things.

Basic Reading 800 Key Words 2 | Teacher’s Guide

4 Basic Reading 800 Key Words 2

Learn It
This exercise further reinforces the new vocabulary from the unit.
 Read, or ask a student to read, the direction line, instructing students to write the correct answers.
 Have students complete the exercise alone or in pairs.
 Go through the answers as a class.

Expansion
Play “Spelling Corners.”
 Have students at their desks with a blank sheet of paper and pencil.
 Say a target word. Students need to spell the word in each of the four corners of their paper. When
they finish, they raise their paper up for the teacher to see. The first student to write the word
correctly in all four corners gets a point.
 Repeat until all the words have been done. The student with the most points wins.

Say & Write It

 This exercise provides listening and speaking
practice with the new words and sentence
pattern.
 Have students look at the words and pictures.
Explain that they will listen and write the words
in each blank.
 Play Track 13. After each sentence, pause to
allow students to repeat the sentence and write
the correct words in the blank.
 Check the answers as a class.
 Instruct students to close their books. Play
Track 13 again, having students repeat each
sentence.

Expansion
 Write the target sentences on the board.
Have students make their own sentences with
the words they can think of.

Basic Reading 800 Key Words 2 | Teacher’s Guide

5 Basic Reading 800 Key Words 2

Homework

Vocabulary Workbook 2
Writing Workbook 2
 Vocabulary Workbook 2: page 9, Unit 4
 Writing Workbook 2: pages 30-31

Basic Reading 800 Key Words 2 | Teacher’s Guide

1 Basic Reading 800 Key Words 2

Unit 5 A Drop of Water

Objectives
 New words: drop, ocean, sunny, change, cloudy
 Sentence pattern: First-Person
(I am a drop of water, and I like to live in the
ocean.)
Warm Up
• Greet your students.
• Ask students to make observations about the
main illustration on pages 22-23. Ask students
questions about the picture. Ask class to make a
prediction about what might show up in the unit.
• Have students look at the “Warm Up” prompt
question. Read the question aloud.
• Before asking students when they need water,
ask for volunteers to talk about where water
comes from (What places have a lot of water?
What places have little water? How do we get
water?).

Before Reading
New Words
 Have students open their SBs to page 22.
Direct their attention to the pictures along the left side of the page.
 Introduce the New Words. Go through the list, pointing to and saying the words, then have
students repeat.
 Play Track 14 and have students repeat. Practice the words a few more times, calling on students
individually or as a class.

Find It!
 This section works to engage students’ interest in the unit topic.
 Explain that there are two hidden words [sunny, storm] in the pictures. Have students work
individually or in pairs to find and circle these words.
 When they are done, they should raise one hand. When all students’ hands are raised, point to
the words together as a class.

Basic Reading 800 Key Words 2 | Teacher’s Guide

2 Basic Reading 800 Key Words 2

Bonus Words
 Focus students to the related content at the top of page 23.
 Sometimes the weather is “rainy,” but when it gets very cold, it might become “snowy.”
 Possible Extension: Ask students to talk about
what they like about “rainy” and/or “snowy”
weather.
 Possible Extension: Ask students to make
their own sentences using “rainy” and “snowy.”

Reading
Reading: “A Drop of Water”
 Read the story once yourself, slowly, giving
students time to follow along and look at the
picture.
 Go through the story again, having students
repeat each line.
 Play Track 15. Have students just listen the
first time, and repeat the second time.
 Optional: Have different students read one
line individually, allowing different students the
opportunity to read a line.

Expansion
 Read the passage aloud, stopping before the
“new words” and having students say the “new
word.”
 Assign students to work in groups of three or four to read the passage aloud, with each student
reading one word or sentence at a time.

Basic Reading 800 Key Words 2 | Teacher’s Guide

3 Basic Reading 800 Key Words 2

After Reading
Check It
This exercise checks students’ comprehension
of the story and reinforces the new words.
 Read, or ask a student to read, the direction
line for exercise A. Instruct students to circle
the correct answers.
 Have students complete exercise A alone or
in pairs.
 Next, read, or ask a student to read, the
direction line for exercise B. Instruct students
to write the correct answers.
 Have students complete exercise B alone or
in pairs.
 Go through the answers as a class.

Expansion
Talk about water.
 Remind students of the warm-up discussion
about when they need water.
 Ask students to think about what people use
water for (should only be a few minutes at
most) and write down some ideas about how
people might get their water easier.
 Then, ask student to turn to a partner and
discuss their ideas. Students should consider how their partners’ ideas are different and/or the
same as theirs.
 Finally, ask student pairs to share their findings with the class. Encourage students to ask their
classmates questions.
 Optional: Create a chart which represents the different opinions of the class. Compare the different
ideas students have about what water is used for and how people can access it easier.

Basic Reading 800 Key Words 2 | Teacher’s Guide

4 Basic Reading 800 Key Words 2

Learn It
This exercise further reinforces the new vocabulary from the unit.
 Read, or ask a student to read, the direction line, instructing students to write the correct answers.
 Have students complete the exercise alone or in pairs.
 Go through the answers as a class.

Expansion
Play “Spelling Bingo.”
 Create a game card consisting of a 3X3 grid with a total of 9 spaces. In each space should be a
random number from 1 to 15.
 Call out a number at random and say a target word. Students need to write the word in the correct
number box. Once someone has three in a row, they shout out “Spelling Bingo!”
 The student should stand, say the number, and spell the word correctly. If all three words are
correct, the student wins.
Say & Write It
 This exercise provides listening and speaking
practice with the new words and sentence
pattern.
 Have students look at the words and pictures.
Explain that they will listen and write the words
in each blank.
 Play Track 16. After each sentence, pause to
allow students to repeat the sentence and write
the correct words in the blank.
 Check the answers as a class.
 Instruct students to close their books. Play
Track 16 again, having students repeat each
sentence.

Expansion
 Write the target sentences on the board.
Have students make their own sentences with
the words they can think of.

Basic Reading 800 Key Words 2 | Teacher’s Guide

5 Basic Reading 800 Key Words 2

Homework

Vocabulary Workbook 2
Writing Workbook 2
 Vocabulary Workbook 2: page 10, Unit 5
 Writing Workbook 2: pages 32-33

Basic Reading 800 Key Words 2 | Teacher’s Guide

1 Basic Reading 800 Key Words 2

Unit 6 The Longest Game

Objectives
 New words: cricket, team, stick, hit, last
 Sentence pattern: There are + plural noun
(There are sticks on each end.)
Warm Up
• Greet your students.
• Ask students to make observations about the
main illustration on pages 26-27. Ask students
questions about the picture. Ask class to make a
prediction about what might show up in the unit.
• Have students look at the “Warm Up” prompt
question. Read the question aloud.
• Before asking students what their favorite
team sport is, ask for volunteers to talk about
what they know about the rules of their favorite
sports (How many players can be on the
field/court? What equipment is necessary?).

Before Reading
New Words
 Have students open their SBs to page 26.
Direct their attention to the pictures along
the left side of the page.
 Introduce the New Words. Go through the list, pointing to and saying the words, then have
students repeat.
 Play Track 17 and have students repeat. Practice the words a few more times, calling on students
individually or as a class.

Find It!
 This section works to engage students’ interest in the unit topic.
 Explain that there are two hidden words [team, match] in the pictures. Have students work
individually or in pairs to find and circle these words.
 When they are done, they should raise one hand. When all students’ hands are raised, point to
the words together as a class.

Basic Reading 800 Key Words 2 | Teacher’s Guide

2 Basic Reading 800 Key Words 2

Bonus Words
 Focus students to the related content at the bottom of page 26.
 People use a “wooden” “bat” to play the game of cricket.
 Possible Extension: Ask students to talk about
what other things are “wooden.” Ask students
to talk about other games that use a “bat.”
 Possible Extension: Ask students to make
their own sentences using “wooden” and “bat.”

Reading
Reading: “The Longest Game”
 Read the story once yourself, slowly, giving
students time to follow along and look at the
picture.
 Go through the story again, having students
repeat each line.
 Play Track 18. Have students just listen the
first time, and repeat the second time.
 Optional: Have different students read one
line individually, allowing different students the
opportunity to read a line.

Expansion
 Read the passage aloud, stopping before the
“new words” and having students say the “new
word.”
 Assign students to work in groups of three or four to read the passage aloud, with each student
reading one word or sentence at a time.

Basic Reading 800 Key Words 2 | Teacher’s Guide

3 Basic Reading 800 Key Words 2

After Reading
Check It
This exercise checks students’ comprehension
of the story and reinforces the new words.
 Read, or ask a student to read, the direction
line for exercise A. Instruct students to circle
the correct answers.
 Have students complete exercise A alone or
in pairs.
 Next, read, or ask a student to read, the
direction line for exercise B. Instruct students
to write the correct answers.
 Have students complete exercise B alone or
in pairs.
 Go through the answers as a class.

Expansion
Talk about sports.
 Remind students of the warm-up discussion
about their favorite team sports.
 Ask students to think about what individual
sports they enjoy (should only be a few
minutes at most) and write down some
reasons why they think the individual sports
are fun.
 Then, ask student to turn to a partner and discuss their ideas. Students should consider how their
partners’ ideas are different and/or the same as theirs.
 Finally, ask student pairs to share their findings with the class. Encourage students to ask their
classmates questions.
 Optional: Create a chart which represents the different opinions of the class. Compare the different
individual sports students think are fun and why.

Basic Reading 800 Key Words 2 | Teacher’s Guide

4 Basic Reading 800 Key Words 2

Learn It
This exercise further reinforces the new vocabulary from the unit.
 Read, or ask a student to read, the direction line, instructing students to write the correct answers.
 Have students complete the exercise alone or in pairs.
 Go through the answers as a class.

Expansion
Play “Writing Race.”
 Have students line up in two teams in front of the board.
 Say a target word. The first student on each team hurries to write the word on the board. The first
student to write the word correctly gets a point. Those two students go to the back of the line.
 Repeat until all the students have had at least one turn. The team with the most points wins.

Say & Write It

 This exercise provides listening and speaking
practice with the new words and sentence
pattern.
 Have students look at the words and pictures.
Explain that they will listen and write the words
in each blank.
 Play Track 19. After each sentence, pause to
allow students to repeat the sentence and write
the correct words in the blank.
 Check the answers as a class.
 Instruct students to close their books. Play
Track 19 again, having students repeat each
sentence.

Expansion
 Write the target sentences on the board.
Have students make their own sentences with
the words they can think of.

Basic Reading 800 Key Words 2 | Teacher’s Guide

5 Basic Reading 800 Key Words 2

Homework

Vocabulary Workbook 2
Writing Workbook 2
 Vocabulary Workbook 2: page 11, Unit 6
 Writing Workbook 2: pages 34-35

Basic Reading 800 Key Words 2 | Teacher’s Guide

1 Basic Reading 800 Key Words 2

Unit 7 The Hurricane

Objectives
 New words: hurricane, occur, badly, think, town
 Sentence pattern: Adverbs
(After a hurricane, people badly need help.)
Warm Up
• Greet your students.
• Ask students to make observations about the
main illustration on pages 30-31. Ask students
questions about the picture. Ask class to make a
prediction about what might show up in the unit.
• Have students look at the “Warm Up” prompt
question. Read the question aloud.
• Before asking students what happens in a big
storm, ask for volunteers to talk about what
they know about hurricanes (Have you ever
experienced a hurricane? What can you do to
stay safe in a hurricane?).

Before Reading
New Words
 Have students open their SBs to page 30.
Direct their attention to the pictures along
the left side of the page.
 Introduce the New Words. Go through the list, pointing to and saying the words, then have
students repeat.
 Play Track 20 and have students repeat. Practice the words a few more times, calling on students
individually or as a class.

Find It!
 This section works to engage students’ interest in the unit topic.
 Explain that there are two hidden words [after, badly] in the pictures. Have students work
individually or in pairs to find and circle these words.
 When they are done, they should raise one hand. When all students’ hands are raised, point to
the words together as a class.

Basic Reading 800 Key Words 2 | Teacher’s Guide

2 Basic Reading 800 Key Words 2

Bonus Words
 Focus students to the related content at the bottom of page 30.
 People can “volunteer” to help others. People can get “aid” from helpful organizations.
 Possible Extension: Ask students to talk about
what they would “volunteer” to do. Ask
students to talk about what kind of “aid” they
might need in an emergency
 Possible Extension: Ask students to make
their own sentences using “volunteer” and “aid.”

Reading
Reading: “The Hurricane”
 Read the story once yourself, slowly, giving
students time to follow along and look at the
picture.
 Go through the story again, having students
repeat each line.
 Play Track 21. Have students just listen the
first time, and repeat the second time.
 Optional: Have different students read one
line individually, allowing different students the
opportunity to read a line.

Expansion
 Read the passage aloud, stopping before the
“new words” and having students say the “new
word.”
 Assign students to work in groups of three or four to read the passage aloud, with each student
reading one word or sentence at a time.

Basic Reading 800 Key Words 2 | Teacher’s Guide

3 Basic Reading 800 Key Words 2

After Reading
Check It
This exercise checks students’ comprehension
of the story and reinforces the new words.
 Read, or ask a student to read, the direction
line for exercise A. Instruct students to circle
the correct answers.
 Have students complete exercise A alone or
in pairs.
 Next, read, or ask a student to read, the
direction line for exercise B. Instruct students
to write the correct answers.
 Have students complete exercise B alone or
in pairs.
 Go through the answers as a class.

Expansion
Talk about helping in an emergency.
 Remind students of the warm-up discussion
about what happens in a hurricane.
 Ask students to think about how they could
help in the event of an emergency (should only
be a few minutes at most) and write down
some ideas about what makes something an
emergency.
 Then, ask student to turn to a partner and discuss their ideas. Students should consider how their
partners’ ideas are different and/or the same as theirs.
 Finally, ask student pairs to share their findings with the class. Encourage students to ask their
classmates questions.
 Optional: Create a chart which represents the different opinions of the class. Compare the ideas
about emergencies that students come up with.

Basic Reading 800 Key Words 2 | Teacher’s Guide

4 Basic Reading 800 Key Words 2

Learn It
This exercise further reinforces the new vocabulary from the unit.
 Read, or ask a student to read, the direction line, instructing students to write the correct answers.
 Have students complete the exercise alone or in pairs.
 Go through the answers as a class.

Expansion
Play “Spelling Corners.”
 Have students at their desks with a blank sheet of paper and pencil.
 Say a target word. Students need to spell the word in each of the four corners of their paper. When
they finish, they raise their paper up for the teacher to see. The first student to write the word
correctly in all four corners gets a point.
 Repeat until all the words have been done. The student with the most points wins.

Say & Write It

 This exercise provides listening and speaking
practice with the new words and sentence
pattern.
 Have students look at the words and pictures.
Explain that they will listen and write the words
in each blank.
 Play Track 22. After each sentence, pause to
allow students to repeat the sentence and write
the correct words in the blank.
 Check the answers as a class.
 Instruct students to close their books. Play
Track 22 again, having students repeat each
sentence.

Expansion
 Write the target sentences on the board.
Have students make their own sentences with
the words they can think of.

Basic Reading 800 Key Words 2 | Teacher’s Guide

5 Basic Reading 800 Key Words 2

Homework

Vocabulary Workbook 2
Writing Workbook 2
 Vocabulary Workbook 2: page 12, Unit 7
 Writing Workbook 2: pages 36-37

Basic Reading 800 Key Words 2 | Teacher’s Guide

1 Basic Reading 800 Key Words 2

Unit 8 The Didgeridoo

Objectives
 New words: present, wonder, instrument, ready, proud
 Sentence pattern: Direct Quotes
(“I have a present for you,” Grandpa said.)
Warm Up
• Greet your students.
• Ask students to make observations about the
main illustration on pages 34-35. Ask students
questions about the picture. Ask class to make a
prediction about what might show up in the unit.
• Have students look at the “Warm Up” prompt
question. Read the question aloud.
• Before asking students what instrument they
want to learn to play, ask for volunteers to talk
about the music they enjoy (What style of music
do you like to listen to? What popular musicians
do you like?).

Before Reading
New Words
 Have students open their SBs to page 34.
Direct their attention to the pictures along
the left side of the page.
 Introduce the New Words. Go through the list, pointing to and saying the words, then have
students repeat.
 Play Track 25 and have students repeat. Practice the words a few more times, calling on students
individually or as a class.

Find It!
 This section works to engage students’ interest in the unit topic.
 Explain that there are two hidden words [ready, proud] in the pictures. Have students work
individually or in pairs to find and circle these words.
 When they are done, they should raise one hand. When all students’ hands are raised, point to
the words together as a class.

Basic Reading 800 Key Words 2 | Teacher’s Guide

2 Basic Reading 800 Key Words 2

Bonus Words
 Focus students to the related content at the top of page 34.
 Musicians “play music” in front of an “audience.”
 Possible Extension: Ask students to talk about
what they might do in front on an “audience.”
Ask students to talk about their favorite time to
“play music.”
 Possible Extension: Ask students to make
their own sentences using “play music” and
“audience.”

Reading
Reading: “The Didgeridoo”
 Read the story once yourself, slowly, giving
students time to follow along and look at the
picture.
 Go through the story again, having students
repeat each line.
 Play Track 24. Have students just listen the
first time, and repeat the second time.
 Optional: Have different students read one
line individually, allowing different students the
opportunity to read a line.

Expansion
 Read the passage aloud, stopping before the
“new words” and having students say the “new word.”
 Assign students to work in groups of three or four to read the passage aloud, with each student
reading one word or sentence at a time.

Basic Reading 800 Key Words 2 | Teacher’s Guide

3 Basic Reading 800 Key Words 2

After Reading
Check It
This exercise checks students’ comprehension
of the story and reinforces the new words.
 Read, or ask a student to read, the direction
line for exercise A. Instruct students to circle
the correct answers.
 Have students complete exercise A alone or
in pairs.
 Next, read, or ask a student to read, the
direction line for exercise B. Instruct students
to write the correct answers.
 Have students complete exercise B alone or
in pairs.
 Go through the answers as a class.

Expansion
Talk about music.
 Remind students of the warm-up discussion
about the instrument they might like to play.
 Ask students to think about what their
favorite way of making music is (should only be
a few minutes at most) and write down some
reasons their particular way is good.
 Then, ask student to turn to a partner and
discuss their ideas. Students should consider how their partners’ ideas are different and/or the
same as theirs.
 Finally, ask student pairs to share their findings with the class. Encourage students to ask their
classmates questions.
 Optional: Create a chart which represents the different opinions of the class. Compare the different
ideas students have about ways of making music (singing, instrument).

Basic Reading 800 Key Words 2 | Teacher’s Guide

4 Basic Reading 800 Key Words 2

Learn It
This exercise further reinforces the new vocabulary from the unit.
 Read, or ask a student to read, the direction line, instructing students to write the correct answers.
 Have students complete the exercise alone or in pairs.
 Go through the answers as a class.

Expansion
Play “Spelling Bingo.”
 Create a game card consisting of a 3X3 grid with a total of 9 spaces. In each space should be a
random number from 1 to 15.
 Call out a number at random and say a target word. Students need to write the word in the correct
number box. Once someone has three in a row, they shout out “Spelling Bingo!”
 The student should stand, say the number, and spell the word correctly. If all three words are
correct, the student wins.
Say & Write It
 This exercise provides listening and speaking
practice with the new words and sentence
pattern.
 Have students look at the words and pictures.
Explain that they will listen and write the words
in each blank.
 Play Track 25. After each sentence, pause to
allow students to repeat the sentence and write
the correct words in the blank.
 Check the answers as a class.
 Instruct students to close their books. Play
Track 25 again, having students repeat each
sentence.

Expansion
 Write the target sentences on the board.
Have students make their own sentences with
the words they can think of.

Basic Reading 800 Key Words 2 | Teacher’s Guide

5 Basic Reading 800 Key Words 2

Homework

Vocabulary Workbook 2
Writing Workbook 2
 Vocabulary Workbook 2: page 13, Unit 8
 Writing Workbook 2: pages 38-39

Basic Reading 800 Key Words 2 | Teacher’s Guide

1 Basic Reading 800 Key Words 2

Unit 9 Natural Soap

Objectives
 New words: soap, unhealthy, choose, a few, world
 Sentence pattern: Conjunctions
(But many soaps have unhealthy things in
them. So some people choose to make soap
at home.)
Warm Up
• Greet your students.
• Ask students to make observations about the
main illustration on pages 42-43. Ask students
questions about the picture. Ask class to make a
prediction about what might show up in the unit.
• Have students look at the “Warm Up” prompt
question. Read the question aloud.
• Before asking students what they can make
with oil, ask for volunteers to talk about what
they know where oil comes from (What is oil
used for? What plants can oil be made from?).

Before Reading
New Words
 Have students open their SBs to page 26.
Direct their attention to the pictures along the left side of the page.
 Introduce the New Words. Go through the list, pointing to and saying the words, then have
students repeat.
 Play Track 17 and have students repeat. Practice the words a few more times, calling on students
individually or as a class.

Find It!
 This section works to engage students’ interest in the unit topic.
 Explain that there are two hidden words [team, match] in the pictures. Have students work
individually or in pairs to find and circle these words.
 When they are done, they should raise one hand. When all students’ hands are raised, point to
the words together as a class.

Basic Reading 800 Key Words 2 | Teacher’s Guide

2 Basic Reading 800 Key Words 2

Bonus Words
 Focus students to the related content at the bottom of page 42.
 When you “add” something, you increase it. Water will “boil” when heated to 100°C.
 Possible Extension: Ask students to talk about
what other liquids that “boil.”
 Possible Extension: Ask students to make
their own sentences using “add” and “boil.”

Reading
Reading: “Natural Soap”
 Read the story once yourself, slowly, giving
students time to follow along and look at the
picture.
 Go through the story again, having students
repeat each line.
 Play Track 27. Have students just listen the
first time, and repeat the second time.
 Optional: Have different students read one
line individually, allowing different students the
opportunity to read a line.

Expansion
 Read the passage aloud, stopping before the
“new words” and having students say the “new
word.”
 Assign students to work in groups of three or
four to read the passage aloud, with each student reading one word or sentence at a time.

Basic Reading 800 Key Words 2 | Teacher’s Guide

3 Basic Reading 800 Key Words 2

After Reading
Check It
This exercise checks students’ comprehension
of the story and reinforces the new words.
 Read, or ask a student to read, the direction
line for exercise A. Instruct students to circle
the correct answers.
 Have students complete exercise A alone or
in pairs.
 Next, read, or ask a student to read, the
direction line for exercise B. Instruct students
to circle the correct answers.
 Have students complete exercise B alone or
in pairs.
 Go through the answers as a class.

Expansion
Talk about cooking.
 Remind students of the warm-up discussion
about oil.
 Ask students to think about what food they
like to cook on the stove (should only be a few
minutes at most) and write down some
reasons why they like that food.
 Then, ask student to turn to a partner and
discuss their ideas. Students should consider how their partners’ ideas are different and/or the
same as theirs.
 Finally, ask student pairs to share their findings with the class. Encourage students to ask their
classmates questions.
 Optional: Create a chart which represents the different opinions of the class. Compare the foods
that students like to cook on the stove and why.

Basic Reading 800 Key Words 2 | Teacher’s Guide

4 Basic Reading 800 Key Words 2

Learn It
This exercise further reinforces the new vocabulary from the unit.
 Read, or ask a student to read, the direction line, instructing students to write the correct answers.
 Have students complete the exercise alone or in pairs.
 Go through the answers as a class.

Expansion
Play “Writing Race.”
 Have students line up in two teams in front of the board.
 Say a target word. The first student on each team hurries to write the word on the board. The first
student to write the word correctly gets a point. Those two students go to the back of the line.
 Repeat until all the students have had at least one turn. The team with the most points wins.

Say & Write It

 This exercise provides listening and speaking
practice with the new words and sentence
pattern.
 Have students look at the words and pictures.
Explain that they will listen and write the words
in each blank.
 Play Track 28. After each sentence, pause to
allow students to repeat the sentence and write
the correct words in the blank.
 Check the answers as a class.
 Instruct students to close their books. Play
Track 28 again, having students repeat each
sentence.

Expansion
 Write the target sentences on the board.
Have students make their own sentences with
the words they can think of.

Basic Reading 800 Key Words 2 | Teacher’s Guide

5 Basic Reading 800 Key Words 2

Homework

Vocabulary Workbook 2
Writing Workbook 2
 Vocabulary Workbook 2: page 14, Unit 9
 Writing Workbook 2: pages 40-41

Basic Reading 800 Key Words 2 | Teacher’s Guide

1 Basic Reading 800 Key Words 2

Unit 10 My Heroes
Objectives
 New words: firefighter, cry, rush, photographer, job
 Sentence pattern: Relative Clauses
(Walter, the police officer, saw the smoke
first.)
Warm Up
• Greet your students.
• Ask students to make observations about the
main illustration on pages 46-47. Ask students
questions about the picture. Ask class to make a
prediction about what might show up in the unit.
• Have students look at the “Warm Up” prompt
question. Read the question aloud.
• Before asking students what firefighters do in
their town, ask for volunteers to talk about what
they know about how firefighters train (What
might firefighters need to prepare to fight fires?
What other things do firefighters help do?).

Before Reading
New Words
 Have students open their SBs to page 46.
Direct their attention to the pictures along the left side of the page.
 Introduce the New Words. Go through the list, pointing to and saying the words, then have
students repeat.
 Play Track 29 and have students repeat. Practice the words a few more times, calling on students
individually or as a class.

Find It!
 This section works to engage students’ interest in the unit topic.
 Explain that there are two pictures [fire truck, photographer] that students need to circle. Have
students work individually or in pairs to find and circle these words.
 When they are done, they should raise one hand. When all students’ hands are raised, point to
the words together as a class.

Basic Reading 800 Key Words 2 | Teacher’s Guide

2 Basic Reading 800 Key Words 2

Bonus Words
 Focus students to the related content at the top of page 47.
 People might need to be “rescued” in a “dangerous” situation.
 Possible Extension: Ask students to talk about
why they would need to be “rescued.” Ask
students to talk about what some “dangerous”
situations are.
 Possible Extension: Ask students to make
their own sentences using “rescue” and
“dangerous.”

Reading
Reading: “My Heroes”
 Read the story once yourself, slowly, giving
students time to follow along and look at the
picture.
 Go through the story again, having students
repeat each line.
 Play Track 30. Have students just listen the
first time, and repeat the second time.
 Optional: Have different students read one
line individually, allowing different students the
opportunity to read a line.

Expansion
 Read the passage aloud, stopping before the
“new words” and having students say the “new word.”
 Assign students to work in groups of three or four to read the passage aloud, with each student
reading one word or sentence at a time.

Basic Reading 800 Key Words 2 | Teacher’s Guide

3 Basic Reading 800 Key Words 2

After Reading
Check It
This exercise checks students’ comprehension
of the story and reinforces the new words.
 Read, or ask a student to read, the direction
line for exercise A. Instruct students to circle
the correct answers.
 Have students complete exercise A alone or
in pairs.
 Next, read, or ask a student to read, the
direction line for exercise B. Instruct students
to write the correct answers.
 Have students complete exercise B alone or
in pairs.
 Go through the answers as a class.

Expansion
Talk about dangerous jobs.
 Remind students of the warm-up discussion
about what firefighters do.
 Ask students to think about a dangerous job
(should only be a few minutes at most) and
write down some reasons why a job might be
dangerous.
 Then, ask students to turn to a partner and
discuss their ideas. Students should consider how their partners’ ideas are different and/or the
same as theirs.
 Finally, ask student pairs to share their findings with the class. Encourage students to ask their
classmates questions.
 Optional: Create a chart which represents the different opinions of the class. Compare the different
dangerous jobs students came up with.

Basic Reading 800 Key Words 2 | Teacher’s Guide

4 Basic Reading 800 Key Words 2

Learn It
This exercise further reinforces the new vocabulary from the unit.
 Read, or ask a student to read, the direction line, instructing students to write the correct answers.
 Have students complete the exercise alone or in pairs.
 Go through the answers as a class.

Expansion
Play “Spelling Corners.”
 Have students at their desks with a blank sheet of paper and pencil.
 Say a target word. Students need to spell the word in each of the four corners of their paper. When
they finish, they raise their paper up for the teacher to see. The first student to write the word
correctly in all four corners gets a point.
 Repeat until all the words have been done. The student with the most points wins.

Say & Write It

 This exercise provides listening and speaking
practice with the new words and sentence
pattern.
 Have students look at the words and pictures.
Explain that they will listen and write the words
in each blank.
 Play Track 31. After each sentence, pause to
allow students to repeat the sentence and write
the correct words in the blank.
 Check the answers as a class.
 Instruct students to close their books. Play
Track 31 again, having students repeat each
sentence.

Expansion
 Write the target sentences on the board.
Have students make their own sentences with
the words they can think of.

Basic Reading 800 Key Words 2 | Teacher’s Guide

5 Basic Reading 800 Key Words 2

Homework

Vocabulary Workbook 2
Writing Workbook 2
 Vocabulary Workbook 2: page 15, Unit 10
 Writing Workbook 2: pages 42-43

Basic Reading 800 Key Words 2 | Teacher’s Guide

1 Basic Reading 800 Key Words 2

Unit 11 The Lost Map

Objectives
 New words: hobby, problem, lose, mad, smartphone
 Sentence pattern: Subordinate Conjunctions
(My brother was not mad at me because he
had his smartphone.)
Warm Up
• Greet your students.
• Ask students to make observations about the
main illustration on pages 50-51. Ask students
questions about the picture. Ask class to make a
prediction about what might show up in the unit.
• Have students look at the “Warm Up” prompt
question. Read the question aloud.
• Before asking students where they can find
maps, ask for volunteers to talk about how maps
are helpful (What information do maps have on
them? When is a map helpful?).

Before Reading
New Words
 Have students open their SBs to page 50.
Direct their attention to the pictures along
the left side of the page.
 Introduce the New Words. Go through the list, pointing to and saying the words, then have
students repeat.
 Play Track 32 and have students repeat. Practice the words a few more times, calling on students
individually or as a class.

Find It!
 This section works to engage students’ interest in the unit topic.
 Explain that there are two hidden words [hobby, lose] in the pictures. Have students work
individually or in pairs to find and circle these words.
 When they are done, they should raise one hand. When all students’ hands are raised, point to
the words together as a class.

Basic Reading 800 Key Words 2 | Teacher’s Guide

2 Basic Reading 800 Key Words 2

Bonus Words
 Focus students to the related content at the top of page 50.
 Children might have “indoor” playtime on rainy days. Having an “outdoor” meal can be fun.
 Possible Extension: Ask students to talk about
what they like to do “indoors” and “outdoors.”
 Possible Extension: Ask students to make
their own sentences using “indoor” and
“outdoor.”

Reading
Reading: “The Lost Map”
 Read the story once yourself, slowly, giving
students time to follow along and look at the
picture.
 Go through the story again, having students
repeat each line.
 Play Track 33. Have students just listen the
first time, and repeat the second time.
 Optional: Have different students read one
line individually, allowing different students the
opportunity to read a line.

Expansion
 Read the passage aloud, stopping before the
“new words” and having students say the “new
word.”
 Assign students to work in groups of three or four to read the passage aloud, with each student
reading one word or sentence at a time.

Basic Reading 800 Key Words 2 | Teacher’s Guide

3 Basic Reading 800 Key Words 2

After Reading
Check It
This exercise checks students’ comprehension
of the story and reinforces the new words.
 Read, or ask a student to read, the direction
line for exercise A. Instruct students to circle
the correct answers.
 Have students complete exercise A alone or
in pairs.
 Next, read, or ask a student to read, the
direction line for exercise B. Instruct students
to write the correct answers.
 Have students complete exercise B alone or
in pairs.
 Go through the answers as a class.

Expansion
Talk about camping.
 Remind students of the warm-up discussion
about where maps can be found.
 Ask students to think about what people do
when they go camping (should only be a few
minutes at most) and write down some
reasons people might enjoy those activities.
 Then, ask students to turn to a partner and
discuss their ideas. Students should consider how their partners’ ideas are different and/or the
same as theirs.
 Finally, ask student pairs to share their findings with the class. Encourage students to ask their
classmates questions.
 Optional: Create a chart which represents the different opinions of the class. Compare the different
ideas students come up with about camping.

Basic Reading 800 Key Words 2 | Teacher’s Guide

4 Basic Reading 800 Key Words 2

Learn It
This exercise further reinforces the new vocabulary from the unit.
 Read, or ask a student to read, the direction line, instructing students to write the correct answers.
 Have students complete the exercise alone or in pairs.
 Go through the answers as a class.

Expansion
Play “Spelling Bingo.”
 Create a game card consisting of a 3X3 grid with a total of 9 spaces. In each space should be a
random number from 1 to 15.
 Call out a number at random and say a target word. Students need to write the word in the correct
number box. Once someone has three in a row, they shout out “Spelling Bingo!”
 The student should stand, say the number, and spell the word correctly. If all three words are
correct, the student wins.
Say & Write It
 This exercise provides listening and speaking
practice with the new words and sentence
pattern.
 Have students look at the words and pictures.
Explain that they will listen and write the words
in each blank.
 Play Track 34. After each sentence, pause to
allow students to repeat the sentence and write
the correct words in the blank.
 Check the answers as a class.
 Instruct students to close their books. Play
Track 34 again, having students repeat each
sentence.

Expansion
 Write the target sentences on the board.
Have students make their own sentences with
the words they can think of.

Basic Reading 800 Key Words 2 | Teacher’s Guide

5 Basic Reading 800 Key Words 2

Homework

Vocabulary Workbook 2
Writing Workbook 2
 Vocabulary Workbook 2: page 16, Unit 11
 Writing Workbook 2: pages 44-45

Basic Reading 800 Key Words 2 | Teacher’s Guide

1 Basic Reading 800 Key Words 2

Unit 12 The Longest Game

Objectives
 New words: plate, begin, sadly, fork, rice
 Sentence pattern: Possessive
(Yuki’s mom put plates on the table. “No, we
use our hands.”)
Warm Up
• Greet your students.
• Ask students to make observations about the
main illustration on pages 54-55. Ask students
questions about the picture. Ask class to make a
prediction about what might show up in the unit.
• Have students look at the “Warm Up” prompt
question. Read the question aloud.
• Before asking students what tools they use to
eat, ask for volunteers to talk about what types
of food they enjoy eating (From which nations
do you like the food most? Do you enjoy spicy
food? What seafood do you like?).

Before Reading
New Words
 Have students open their SBs to page 54.
Direct their attention to the pictures along the left side of the page.
 Introduce the New Words. Go through the list, pointing to and saying the words, then have
students repeat.
 Play Track 35 and have students repeat. Practice the words a few more times, calling on students
individually or as a class.

Find It!
 This section works to engage students’ interest in the unit topic.
 Explain that there are two hidden words [begin, thin] in the pictures. Have students work
individually or in pairs to find and circle these words.
 When they are done, they should raise one hand. When all students’ hands are raised, point to
the words together as a class.

Basic Reading 800 Key Words 2 | Teacher’s Guide

2 Basic Reading 800 Key Words 2

Bonus Words
 Focus students to the related content at the bottom of page 55.
 People “slice” food before they eat it. Then, they can “chew” their food easier.
 Possible Extension: Ask students to talk about
what kinds of food they can “slice” before eating.
 Possible Extension: Ask students to make
their own sentences using “slice” and “chew.”

Reading
Reading: “Dining Differences”
 Read the story once yourself, slowly, giving
students time to follow along and look at the
picture.
 Go through the story again, having students
repeat each line.
 Play Track 36. Have students just listen the
first time, and repeat the second time.
 Optional: Have different students read one
line individually, allowing different students the
opportunity to read a line.

Expansion
 Read the passage aloud, stopping before the
“new words” and having students say the “new
word.”
 Assign students to work in groups of three or
four to read the passage aloud, with each student reading one word or sentence at a time.

Basic Reading 800 Key Words 2 | Teacher’s Guide

3 Basic Reading 800 Key Words 2

After Reading
Check It
This exercise checks students’ comprehension
of the story and reinforces the new words.
 Read, or ask a student to read, the direction
line for exercise A. Instruct students to circle
the correct answers.
 Have students complete exercise A alone or
in pairs.
 Next, read, or ask a student to read, the
direction line for exercise B. Instruct students
to write the correct answers.
 Have students complete exercise B alone or
in pairs.
 Go through the answers as a class.

Expansion
Talk about eating.
 Remind students of the warm-up discussion
about the tools they use to eat.
 Ask students to think about what they like to
eat (should only be a few minutes at most) and
write down the ways those foods should be
eaten (with what tools).
 Then, ask students to turn to a partner and
discuss their ideas. Students should consider how their partners’ ideas are different and/or the
same as theirs.
 Finally, ask student pairs to share their findings with the class. Encourage students to ask their
classmates questions.
 Optional: Create a chart which represents the different opinions of the class. Compare the different
things students like to eat and what tools they use to eat them with.

Basic Reading 800 Key Words 2 | Teacher’s Guide

4 Basic Reading 800 Key Words 2

Learn It
This exercise further reinforces the new vocabulary from the unit.
 Read, or ask a student to read, the direction line, instructing students to write the correct answers.
 Have students complete the exercise alone or in pairs.
 Go through the answers as a class.

Expansion
Play “Writing Race.”
 Have students line up in two teams in front of the board.
 Say a target word. The first student on each team hurries to write the word on the board. The first
student to write the word correctly gets a point. Those two students go to the back of the line.
 Repeat until all the students have had at least one turn. The team with the most points wins.

Say & Write It

 This exercise provides listening and speaking
practice with the new words and sentence
pattern.
 Have students look at the words and pictures.
Explain that they will listen and write the words
in each blank.
 Play Track 37. After each sentence, pause to
allow students to repeat the sentence and write
the correct words in the blank.
 Check the answers as a class.
 Instruct students to close their books. Play
Track 37 again, having students repeat each
sentence.

Expansion
 Write the target sentences on the board.
Have students make their own sentences with
the words they can think of.

Basic Reading 800 Key Words 2 | Teacher’s Guide

5 Basic Reading 800 Key Words 2

Homework

Vocabulary Workbook 2
Writing Workbook 2
 Vocabulary Workbook 2: page 17, Unit 12
 Writing Workbook 2: pages 46-47

Basic Reading 800 Key Words 2 | Teacher’s Guide

1 Basic Reading 800 Key Words 2

Unit 13 The Paper Plane

Objectives
 New words: paper, plane, some, window, throw
 Sentence pattern: Imperative
(Bring the left to the right. Draw windows
and faces in them.)
Warm Up
• Greet your students.
• Ask students to make observations about the
main illustration on pages 58-59. Ask students
questions about the picture. Ask class to make a
prediction about what might show up in the unit.
• Have students look at the “Warm Up” prompt
question. Read the question aloud.
• Before asking students what they can make
with paper, ask for volunteers to talk about what
they know about how airplanes fly (Have you
ever been on an airplane? What helps an
airplane fly in the air?).

Before Reading
New Words
 Have students open their SBs to page 58.
Direct their attention to the pictures along the left side of the page.
 Introduce the New Words. Go through the list, pointing to and saying the words, then have
students repeat.
 Play Track 38 and have students repeat. Practice the words a few more times, calling on students
individually or as a class.

Find It!
 This section works to engage students’ interest in the unit topic.
 Explain that there are two hidden words [some, throw] in the pictures. Have students work
individually or in pairs to find and circle these words.
 When they are done, they should raise one hand. When all students’ hands are raised, point to
the words together as a class.

Basic Reading 800 Key Words 2 | Teacher’s Guide

2 Basic Reading 800 Key Words 2

Bonus Words
 Focus students to the related content at the bottom of page 59.
 Airplanes “land” on the long “runway” at the airport.
 Possible Extension: Ask students to talk about
how planes “land.”
 Possible Extension: Ask students to make
their own sentences using “land” and “runway.”

Reading
Reading: “The Paper Plane”
 Read the story once yourself, slowly, giving
students time to follow along and look at the
picture.
 Go through the story again, having students
repeat each line.
 Play Track 39. Have students just listen the
first time, and repeat the second time.
 Optional: Have different students read one
line individually, allowing different students the
opportunity to read a line.

Expansion
 Read the passage aloud, stopping before the
“new words” and having students say the “new
word.”
 Assign students to work in groups of three or
four to read the passage aloud, with each student reading one word or sentence at a time.

Basic Reading 800 Key Words 2 | Teacher’s Guide

3 Basic Reading 800 Key Words 2

After Reading
Check It
This exercise checks students’ comprehension
of the story and reinforces the new words.
 Read, or ask a student to read, the direction
line for exercise A. Instruct students to circle
the correct answers.
 Have students complete exercise A alone or
in pairs.
 Next, read, or ask a student to read, the
direction line for exercise B. Instruct students
to write the correct answers.
 Have students complete exercise B alone or
in pairs.
 Go through the answers as a class.

Expansion
Talk about flight.
 Remind students of the warm-up discussion
about what they can make with paper.
 Ask students to think about the different ways
people can fly places (should only be a few
minutes at most) and write down some ideas
about which is the best or easiest mode of
transportation.
 Then, ask student to turn to a partner and discuss their ideas. Students should consider how their
partners’ ideas are different and/or the same as theirs.
 Finally, ask student pairs to share their findings with the class. Encourage students to ask their
classmates questions.
 Optional: Create a chart which represents the different opinions of the class. Compare the forms of
flight and which students think are the best/easiest.

Basic Reading 800 Key Words 2 | Teacher’s Guide

4 Basic Reading 800 Key Words 2

Learn It
This exercise further reinforces the new vocabulary from the unit.
 Read, or ask a student to read, the direction line, instructing students to write the correct answers.
 Have students complete the exercise alone or in pairs.
 Go through the answers as a class.

Expansion
Play “Spelling Corners.”
 Have students at their desks with a blank sheet of paper and pencil.
 Say a target word. Students need to spell the word in each of the four corners of their paper. When
they finish, they raise their paper up for the teacher to see. The first student to write the word
correctly in all four corners gets a point.
 Repeat until all the words have been done. The student with the most points wins.

Say & Write It

 This exercise provides listening and speaking
practice with the new words and sentence
pattern.
 Have students look at the words and pictures.
Explain that they will listen and write the words
in each blank.
 Play Track 40. After each sentence, pause to
allow students to repeat the sentence and write
the correct words in the blank.
 Check the answers as a class.
 Instruct students to close their books. Play
Track 40 again, having students repeat each
sentence.

Expansion
 Write the target sentences on the board.
Have students make their own sentences with
the words they can think of.

Basic Reading 800 Key Words 2 | Teacher’s Guide

5 Basic Reading 800 Key Words 2

Homework

Vocabulary Workbook 2
Writing Workbook 2
 Vocabulary Workbook 2: page 18, Unit 13
 Writing Workbook 2: pages 48-49

Basic Reading 800 Key Words 2 | Teacher’s Guide

1 Basic Reading 800 Key Words 2

Unit 14 Shapes Everywhere

Objectives
 New words: corner, hill, terrible, beehive, everywhere
 Sentence pattern: Exclamatory
(Bees! My pencil is a hexagon, too!)
Warm Up
• Greet your students.
• Ask students to make observations about the
main illustration on pages 62-63. Ask students
questions about the picture. Ask class to make a
prediction about what might show up in the unit.
• Have students look at the “Warm Up” prompt
question. Read the question aloud.
• Before asking students what has six sides in
their classroom, ask for volunteers to talk about
where they see different shapes (Where do you
see triangles in nature? What kinds of signs are
made with squares or circles?).

Before Reading
New Words
 Have students open their SBs to page 62.
Direct their attention to the pictures along
the left side of the page.
 Introduce the New Words. Go through the list, pointing to and saying the words, then have
students repeat.
 Play Track 41 and have students repeat. Practice the words a few more times, calling on students
individually or as a class.

Find It!
 This section works to engage students’ interest in the unit topic.
 Explain that there are two hidden words [terrible, everywhere] in the pictures. Have students work
individually or in pairs to find and circle these words.
 When they are done, they should raise one hand. When all students’ hands are raised, point to
the words together as a class.

Basic Reading 800 Key Words 2 | Teacher’s Guide

2 Basic Reading 800 Key Words 2

Bonus Words
 Focus students to the related content at the top of page 62.
 Bees “buzz” as they fly around. Bees take care of their “honeycomb” by keeping it clean.
 Possible Extension: Ask students to talk about
what they know about a “honeycomb.”
 Possible Extension: Ask students to make
their own sentences using “buzz” and
“honeycomb.”

Reading
Reading: “Shapes Everywhere”
 Read the story once yourself, slowly, giving
students time to follow along and look at the
picture.
 Go through the story again, having students
repeat each line.
 Play Track 42. Have students just listen the
first time, and repeat the second time.
 Optional: Have different students read one
line individually, allowing different students the
opportunity to read a line.

Expansion
 Read the passage aloud, stopping before the
“new words” and having students say the “new
word.”
 Assign students to work in groups of three or four to read the passage aloud, with each student
reading one word or sentence at a time.

Basic Reading 800 Key Words 2 | Teacher’s Guide

3 Basic Reading 800 Key Words 2

After Reading
Check It
This exercise checks students’ comprehension
of the story and reinforces the new words.
 Read, or ask a student to read, the direction
line for exercise A. Instruct students to circle
the correct answers.
 Have students complete exercise A alone or
in pairs.
 Next, read, or ask a student to read, the
direction line for exercise B. Instruct students
to write the correct answers.
 Have students complete exercise B alone or
in pairs.
 Go through the answers as a class.

Expansion
Talk about shapes.
 Remind students of the warm-up discussion
about what six-sided objects are in their
classroom.
 Ask students to think about why some objects
are better in a certain shape (should only be a
few minutes at most) and write down some
reasons they think this is true.
 Then, ask students to turn to a partner and discuss their ideas. Students should consider how their
partners’ ideas are different and/or the same as theirs.
 Finally, ask student pairs to share their findings with the class. Encourage students to ask their
classmates questions.
 Optional: Create a chart which represents the different opinions of the class. Compare the different
ideas students come up with about why the shapes of certain objects are important.

Basic Reading 800 Key Words 2 | Teacher’s Guide

4 Basic Reading 800 Key Words 2

Learn It
This exercise further reinforces the new vocabulary from the unit.
 Read, or ask a student to read, the direction line, instructing students to write the correct answers.
 Have students complete the exercise alone or in pairs.
 Go through the answers as a class.

Expansion
Play “Spelling Bingo.”
 Create a game card consisting of a 3X3 grid with a total of 9 spaces. In each space should be a
random number from 1 to 15.
 Call out a number at random and say a target word. Students need to write the word in the correct
number box. Once someone has three in a row, they shout out “Spelling Bingo!”
 The student should stand, say the number, and spell the word correctly. If all three words are
correct, the student wins.
Say & Write It
 This exercise provides listening and speaking
practice with the new words and sentence
pattern.
 Have students look at the words and pictures.
Explain that they will listen and write the words
in each blank.
 Play Track 43. After each sentence, pause to
allow students to repeat the sentence and write
the correct words in the blank.
 Check the answers as a class.
 Instruct students to close their books. Play
Track 43 again, having students repeat each
sentence.

Expansion
 Write the target sentences on the board.
Have students make their own sentences with
the words they can think of.

Basic Reading 800 Key Words 2 | Teacher’s Guide

5 Basic Reading 800 Key Words 2

Homework

Vocabulary Workbook 2
Writing Workbook 2
 Vocabulary Workbook 2: page 19, Unit 14
 Writing Workbook 2: pages 50-51

Basic Reading 800 Key Words 2 | Teacher’s Guide

1 Basic Reading 800 Key Words 2

Unit 15 The Longest Game

Objectives
 New words: evening, dark, above, beautiful, away
 Sentence pattern: Yes/No Questions
(Do you see the stars tonight? Am I older
than the stars?)
Warm Up
• Greet your students.
• Ask students to make observations about the
main illustration on pages 66-67. Ask students
questions about the picture. Ask class to make a
prediction about what might show up in the unit.
• Have students look at the “Warm Up” prompt
question. Read the question aloud.
• Before asking students what they can see in
the night sky, ask for volunteers to talk about
what they know about the stars (How far away
are the stars? What are the stars made of?).

Before Reading
New Words
 Have students open their SBs to page 66.
Direct their attention to the pictures along
the left side of the page.
 Introduce the New Words. Go through the list, pointing to and saying the words, then have
students repeat.
 Play Track 44 and have students repeat. Practice the words a few more times, calling on students
individually or as a class.

Find It!
 This section works to engage students’ interest in the unit topic.
 Explain that there are two hidden words [dark, above] in the pictures. Have students work
individually or in pairs to find and circle these words.
 When they are done, they should raise one hand. When all students’ hands are raised, point to
the words together as a class.

Basic Reading 800 Key Words 2 | Teacher’s Guide

2 Basic Reading 800 Key Words 2

Bonus Words
 Focus students to the related content at the bottom of page 66.
 Both “young” and “old” people can enjoy nature.
 Possible Extension: Ask students to talk about
what they liked to do when they were “young.”
Ask students to talk about what they want to do
when they are “old.”
 Possible Extension: Ask students to make
their own sentences using “young” and “old.”

Reading
Reading: “The Light of the Stars”
 Read the story once yourself, slowly, giving
students time to follow along and look at the
picture.
 Go through the story again, having students
repeat each line.
 Play Track 45. Have students just listen the
first time, and repeat the second time.
 Optional: Have different students read one
line individually, allowing different students the
opportunity to read a line.

Expansion
 Read the passage aloud, stopping before the
“new words” and having students say the “new
word.”
 Assign students to work in groups of three or four to read the passage aloud, with each student
reading one word or sentence at a time.

Basic Reading 800 Key Words 2 | Teacher’s Guide

3 Basic Reading 800 Key Words 2

After Reading
Check It
This exercise checks students’ comprehension
of the story and reinforces the new words.
 Read, or ask a student to read, the direction
line for exercise A. Instruct students to circle
the correct answers.
 Have students complete exercise A alone or
in pairs.
 Next, read, or ask a student to read, the
direction line for exercise B. Instruct students
to write the correct answers.
 Have students complete exercise B alone or
in pairs.
 Go through the answers as a class.

Expansion
Talk about space.
 Remind students of the warm-up discussion
about seeing stars at night.
 Ask students to think about what other things
are in space (should only be a few minutes at
most) and write down their ideas about what it
might be like to see those things up close.
 Then, ask students to turn to a partner and
discuss their ideas. Students should consider how their partners’ ideas are different and/or the
same as theirs.
 Finally, ask student pairs to share their findings with the class. Encourage students to ask their
classmates questions.
 Optional: Create a chart which represents the different opinions of the class. Compare the different
ideas about object in space that students have and their ideas about what it might be like to see
those things.

Basic Reading 800 Key Words 2 | Teacher’s Guide

4 Basic Reading 800 Key Words 2

Learn It
This exercise further reinforces the new vocabulary from the unit.
 Read, or ask a student to read, the direction line, instructing students to write the correct answers.
 Have students complete the exercise alone or in pairs.
 Go through the answers as a class.

Expansion
Play “Writing Race.”
 Have students line up in two teams in front of the board.
 Say a target word. The first student on each team hurries to write the word on the board. The first
student to write the word correctly gets a point. Those two students go to the back of the line.
 Repeat until all the students have had at least one turn. The team with the most points wins.

Say & Write It

 This exercise provides listening and speaking
practice with the new words and sentence
pattern.
 Have students look at the words and pictures.
Explain that they will listen and write the words
in each blank.
 Play Track 46. After each sentence, pause to
allow students to repeat the sentence and write
the correct words in the blank.
 Check the answers as a class.
 Instruct students to close their books. Play
Track 46 again, having students repeat each
sentence.

Expansion
 Write the target sentences on the board.
Have students make their own sentences with
the words they can think of.

Basic Reading 800 Key Words 2 | Teacher’s Guide

5 Basic Reading 800 Key Words 2

Homework

Vocabulary Workbook 2
Writing Workbook 2
 Vocabulary Workbook 2: page 20, Unit 15
 Writing Workbook 2: pages 52-53

Basic Reading 800 Key Words 2 | Teacher’s Guide

1 Basic Reading 800 Key Words 2

Unit 16 You’re Invited!

Objectives
 New words: donkey, dinner, agree, follow, deep
 Sentence pattern: Compound Sentence
(Let me go, and you will have donkey for
dinner.)
Warm Up
• Greet your students.
• Ask students to make observations about the
main illustration on pages 70-71. Ask students
questions about the picture. Ask class to make a
prediction about what might show up in the unit.
• Have students look at the “Warm Up” prompt
question. Read the question aloud.
• Before asking students when they were a good
friend, ask for volunteers to talk about what
makes someone a good friend (How does a
good friend act? When should you be a good
friend? Why are good friends important?).

Before Reading
New Words
 Have students open their SBs to page 70.
Direct their attention to the pictures along the left side of the page.
 Introduce the New Words. Go through the list, pointing to and saying the words, then have
students repeat.
 Play Track 47 and have students repeat. Practice the words a few more times, calling on students
individually or as a class.

Find It!
 This section works to engage students’ interest in the unit topic.
 Explain that there are two hidden words [agree, deep] in the pictures. Have students work
individually or in pairs to find and circle these words.
 When they are done, they should raise one hand. When all students’ hands are raised, point to
the words together as a class.

Basic Reading 800 Key Words 2 | Teacher’s Guide

2 Basic Reading 800 Key Words 2

Bonus Words
 Focus students to the related content at the top of page 71.
 A “pit” is a deep hole in the ground. A “crater” is made by an explosion or an impact of a fast-
moving object.
 Possible Extension: Ask students to talk about
what they might find in a “pit.” Ask students to
talk about where they might see a “crater.”
 Possible Extension: Ask students to make
their own sentences using “pit” and “crater.”

Reading
Reading: “A Bad Fox”
 Read the story once yourself, slowly, giving
students time to follow along and look at the
picture.
 Go through the story again, having students
repeat each line.
 Play Track 48. Have students just listen the
first time, and repeat the second time.
 Optional: Have different students read one
line individually, allowing different students the
opportunity to read a line.

Expansion
 Read the passage aloud, stopping before the
“new words” and having students say the “new
word.”
 Assign students to work in groups of three or four to read the passage aloud, with each student
reading one word or sentence at a time.

Basic Reading 800 Key Words 2 | Teacher’s Guide

3 Basic Reading 800 Key Words 2

After Reading
Check It
This exercise checks students’ comprehension
of the story and reinforces the new words.
 Read, or ask a student to read, the direction
line for exercise A. Instruct students to circle
the correct answers.
 Have students complete exercise A alone or
in pairs.
 Next, read, or ask a student to read, the
direction line for exercise B. Instruct students
to write the correct answers.
 Have students complete exercise B alone or
in pairs.
 Go through the answers as a class.

Expansion
Talk about friendship.
 Remind students of the warm-up discussion
about what makes someone a good friend.
 Ask students to think about their best friend
(should only be a few minutes at most) and
write down some reasons why that person is
their best friend.
 Then, ask students to turn to a partner and
discuss their ideas. Students should consider how their partners’ ideas are different and/or the
same as theirs.
 Finally, ask student pairs to share their findings with the class. Encourage students to ask their
classmates questions.
 Optional: Create a chart which represents the different opinions of the class. Compare the reasons
students give for why someone is their best friend.

Basic Reading 800 Key Words 2 | Teacher’s Guide

4 Basic Reading 800 Key Words 2

Learn It
This exercise further reinforces the new vocabulary from the unit.
 Read, or ask a student to read, the direction line, instructing students to write the correct answers.
 Have students complete the exercise alone or in pairs.
 Go through the answers as a class.

Expansion
Play “Spelling Corners.”
 Have students at their desks with a blank sheet of paper and pencil.
 Say a target word. Students need to spell the word in each of the four corners of their paper. When
they finish, they raise their paper up for the teacher to see. The first student to write the word
correctly in all four corners gets a point.
 Repeat until all the words have been done. The student with the most points wins.

Say & Write It

 This exercise provides listening and speaking
practice with the new words and sentence
pattern.
 Have students look at the words and pictures.
Explain that they will listen and write the words
in each blank.
 Play Track 49. After each sentence, pause to
allow students to repeat the sentence and write
the correct words in the blank.
 Check the answers as a class.
 Instruct students to close their books. Play
Track 13 again, having students repeat each
sentence.

Expansion
 Write the target sentences on the board.
Have students make their own sentences with
the words they can think of.

Basic Reading 800 Key Words 2 | Teacher’s Guide

5 Basic Reading 800 Key Words 2

Homework

Vocabulary Workbook 2
Writing Workbook 2
 Vocabulary Workbook 2: page 21, Unit 16
 Writing Workbook 2: pages 54-55

Basic Reading 800 Key Words 2 | Teacher’s Guide