ATLANTIC

READER

4 BOOK FOUR
NOT FOR SALE
© Copyright 2021
 This series of books called the Atlantic Reader was supervised and guided by
the Chief Education Officer, Dr Marcel Hutson.

Contributing Authors
1
NICOLA AGARD B.Ed

Headteacher-Winfer Gardens Primary School, Department of Education,

Georgetown

DEBORA HUTSON M.ED

Education Officer, Department of Education, Georgetown

BARBARA RICHARDS B.ED

Literacy Consultant/ Regional Literacy Coordinator Region #4 (Retired)

Creative Director
PHILLIP WILLIAMS

Typeset
DEBORA HUTSON M.ED

Editors
MICHELLE CAMPBELL-CRAIG B.ED

Senior Assistant Mistress-Lusignan Primary School

BONITA HUNTER MBA, M.SC

Lecturer, University of Guyana

JENNIFER CUMBERBATCH M. ED

Retired Director, National Centre for Education Resource Development,

Ministry of Education-Guyana

Proofreader
MARTINA JOHNSON, MBA
Communications Specialist, Accuracy Ink Media (AIM)

1
Deceased December 17, 2018

iv
 Note to the Teacher
Atlantic Reader Book 4 is a combination of the reader and workbook
and is the fourth book in the Atlantic Reader series of Reading Texts
for the Primary level. Atlantic Reader 4 is a combination of a reader
and workbbok in one. This book is a tool designed to help pupils to
develop and master literacy skills. As such, Atlantic Reader Book 4
presents activities in thinking, listening, speaking, reading and writing
in a variety of contexts and for a variety of purposes.

Atlantic Reader Book 4 allows pupils and teachers to integrate and

build skills in the five critical elements that are necessary for reading
success. The content is quite suitable for pupils of all learning styles,
abilities and interests. This book will help learners to successfully:

• blend letter sounds and words parts to sound out words (Phonemic
Awareness)
• master letter sound/symbols relationships (Phonics)
• build word attack skills (Vocabulary)
• read fluently (Fluency)
• think critically and develop evaluation skills
• build and master comprehension and research skills (Comprehension)

The layout of the book supports the use of the reading process as
pupils build and master skills. As such, each unit is structured with
activities for before, during and after reading.

Before Reading

Each unit begins with an introduction or background to the topic to

be studied. Learners are encouraged to engage in vocabulary building

v
activities to be familiar with unknown or unfamiliar words. This
opportunity for Word Work provides for the continued development
of word-building, word attack and sentence building skills which are
necessary for improvement in automaticity, which builds fluency in
reading.

During Reading

The reading for each unit is based on familiar themes that capture and
maintain learners’ interest. Reading Fluency must be emphasized for
deeper understanding of the text.

Strategies employed during reading allow for the use of the Modes of
reading- Read Aloud (Modelled), Shared Reading, Guided Reading, and
Independent Reading.

After Reading

Each unit provides opportunities for learners to interact and respond

to the reading material. The many activities offer opportunities for
individual, peer and group work through comprehension, linking the
grammar, creative writing, integration and home link. Teachers can
modify any of the activities, while maintaining emphasis on the specific
skill (s) being developed.

The material presented in this text offers a range of possibilities

in the teaching-learning process. It introduces and reinforces some
effective strategies, thereby ensuring that all learners meet grade-
level expectations in literacy.

vi
 Foreword
The Atlantic Reader Series is being re-
introduced and expanded at a most pivotal time
in the Ministry of Education's history, as its
conceptualization, compilation, and production
mark a relentless and renewed commitment by
the Ministry, to propel our Primary students
towards excellence in literacy development
and performance. We fundamentally believe
that truly literate children have the power to
create fruitful and fair societies.

This free resource to our children, their teachers, and families was
written by Guyana's brightest, most seasoned and progressive literacy
experts. They have kept the context of the Caribbean and Guyanese
children in mind when crafting the different learning goals and enduring
understandings by drawing on examples that are intrinsically familiar
to the unique experiences of our children. They covered the critical
areas of literacy development so that the learning of the child unfolds
in a multidimensional manner that is very interactive. This approach
releases the teacher to become a facilitator of learning and the
children as active participants in their learning.

The Atlantic Reader Series is a critical part of our arsenal to combat

strategies that may have historically affected our children's ability to
excel in literacy. The books are extremely user-friendly so that even

vii
out of the classroom, in community-based homework clubs, reading
clubs, or tutoring programmes, we can see positive use of the Readers
within the home and wider community.

We have edited Books One, Two, and Three and have newly written
books Four, Five, and Six. We have also written Workbooks for each
level, intended to produce literate children by Grade Four.

We, as a Ministry, are committed to improving ourselves at the policy,

management, school, and classroom levels; as our children, families,
and communities dedicate themselves to being necessary partners in
the positive change we expect to come about as a direct result of this
most aggressive literacy revolution.

I especially extend my gratitude to the Chief Education Officer, Dr

Marcel Hutson, as coordinator of this effort, as well as the authors
of and contributors to this excellent work. I am truly encouraged that
this work will help us see all of our children literate by Grade Four,
with strengthened skills in the later grades through the home, school,
and community involvement.

God bless our beautiful Guyana.

Priya Devi Manickchand. MP

Minister of Education

viii
 Contents

UNIT 1 SCHOOLHOUSES.................................................... 1
UNIT 2 THE FISHING ADVENTURE................................ 12
UNIT 3 MOVING ON............................................................. 20
UNIT 4 PLAYING MARBLES................................................ 27
UNIT 5 KALEIDOSCOPE OF CULTURES.......................... 35
UNIT 6 REPAIRING MY SISTER’S BICYCLE.................. 43
UNIT 7 CHRISTMAS BY THE FIRESIDE........................ 52
UNIT 8 THE BIGGEST AND THE GREATEST ............... 59
UNIT 9 THE WEATHER AND YOU.................................... 69
UNIT 10 THE BOY AND THE JAVELIN............................. 77
UNIT 11 JOINING IN THE MASHRAMANI
CELEBRATIONS....................................................... 85
UNIT 12 PHAGWAH................................................................. 92
UNIT 13 RAMADAN.................................................................. 101
UNIT 14 THE NIGHT KITE.................................................... 107
UNIT 15 KAIETEUR FALLS.................................................... 114
UNIT 16 A GIFTED CHILD’S BIRTHDAY PARTY............. 122
UNIT 17 THE DENTIST.......................................................... 130

ix
 UNIT 18 OUTINGS................................................................... 137
UNIT 19 WEDDING.................................................................. 146
UNIT 20 CLOSING EXERCISE.............................................. 154

WORD LIST...................................................................................... .158

CURRICULUM STANDARDS AND BENCHMARKS..................161

x
 UNIT 1
Schoolhouses
BEFORE READING

A. Word Walk
Initial sounds are heard at the beginning of a word.
Teacher : Look at the words below carefully. Read each word
silently.
Pupils : Tell your teacher the initial sound you hear in each
word.
Pupils : Identify other words with initial sound heard.

large desk

just learned

villages houses

situation number

buildings regions

1
B. Core Words

Only a part of the word is given. Complete the missing part by

filling in the blanks. Read the new words and identify each in the
story as you read.

child--- re----s

stud--ts hinter----

ent--- school-----

villa--- teac----

classr--- Guy---

C. Practice Sentences
f READ ONE WORD AT A TIME.

A one-room schoolhouse had only one teacher.

f NOW READ THE SENTENCE USING THE CHUNKS GIVEN.

A one-room schoolhouse had only one teacher.

f READ THE ENTIRE SENTENCE FLUENTLY.

A one-room schoolhouse had only one teacher.

2
 Let us Read

Would you like to experience what going to school was like long, long
ago? Imagine everyone in school sharing only one teacher and one
classroom. Can you picture sharing a classroom with students of all
ages, with brothers, sisters and cousins, and being taught year after
year by the same teacher? Long ago, in most rural (country) and small-
town schools, all of the students met in a single room commonly known
as a schoolhouse. A schoolhouse is a school consisting of one classroom
where a single teacher teaches boys and girls of all ages.

Well, in the 19th and early 20th centuries, most students attended a
one-room schoolhouse. A single teacher would typically have students
in grades one through grade eight, and she taught them all. The number
of students varied from six to forty or more. The youngest children
sat in the front, while the oldest sat in the back. Most teachers were

3
just a few years older than their students. The teacher usually taught
reading, writing, mathematics, history, and geography. Students
memorized and recited their lessons.

The classroom of a schoolhouse probably looked much like your own

classroom today. The teacher’s desk may have been on a raised platform
at the front of the room. In this way, the teacher could have seen over
the entire room.

However, as towns, villages and families got bigger, the one-room

schoolhouse has improved and children are fortunate to have large
schools with vast space and, in most cases many classrooms. Students
in the school above are in a classroom with a teacher.

4
While in many areas one-room schoolhouses are no longer used, it is
not uncommon for them to continue to exist in developing nations and
in rural or remote areas. In Guyana, for example, we still have such
school houses in our hinterlands.

The one-room schoolhouse was an important part of the average growing

community, and it is a forerunner of today’s modern school.

AFTER READING
FRIEND BLUE
CRICKET SCHOOL
WRITE TEACHER

D. Story Wrap Up
Compare and contrast schoolhouses then and schoolhouses now.
SCHOOLHOUSES

Then and
Schoolhouse Now Schoolhouse
(Then) Schoolhouses (Now)

5
E. Co-operative Activity
⚫ A compound word is made when two words are joined to form a
new word while maintaining their meanings.

Game: “Fire in the Tyre”

1st 2nd 3rd 4th

Place cards with Place cards with

beginning part of ending part of
words. words.

Jump into the 1st Tyre and pick up a wordpart. Read the part of the
word on the card aloud. Jump into the 2nd and 3rd tyre. Then into the
4th tyre. Quickly pick the other part of the word from the 4th tyre.
Say the new word and quickly return to the 1st trye before 30 seconds.
Teacher and other pupils verify the compound word as correct and
check the timing used. The person that does it in the least time is the
winner.

6
F. One Minute Handwriting
Copy the sentence using the script and cursive forms of writing.

The classroom of a schoolhouse probably looked

much like your own classroom today.
_________________________________________

_________________________________________

The classroom of a schoolhouse probably

looked much like your own classroom
today.
_________________________________________

_________________________________________

7
G. Creative Writing
Linking the W’s to the story
Teacher's activity: Reads story and instructs pupils to listen carefully.

Pupils'activity: Listen and use the Question Web to write questions on

the story. For example, why did we have schoolhouses?

Teacher's activity: Discusses the questions written by pupils and puts

pupils into groups according to the similarities of their questions

Pupils' activity: Answer questions in groups.

Complete the Question Web

Why? Where? When?

Schoolhouse

What? Who?

8
Complete the Question Table

W’s Questions Answers

Why

Where

When

Who

What

9
H. Home-School Link
⚫ Ask a member of your family to help you research more information
on Schoolhouses.

⚫ Write down important points.

⚫ Share the points with your teacher and classmates in the next
lesson.

I. Bonus (Integration)

Research: Find out more about Schoolhouses.

Language Arts: List the differences between schoolhouses and schools

today.

Art/Craft: Draw or make models of one of the following

⚫ Schoolhouse

⚫ School with classrooms

10
J. Coming Attraction
⚫ Have you ever gone fishing?

⚫ Would you like to go fishing?

⚫ Then, look out for the Fishing Adventure.

11
UNIT 2
The Fishing Adventure
BEFORE READING

A. Word Walk
Final sounds are heard at the end of a word.

Teacher's activity: Reads and pronounces words in the blue stars.

Pupils' activity: Listen for final sound of words

friend fishing night woke

father exactly picnic drive

place huge already ourselves

Teacher's activity: Encourages pupils to pronounce words and say

final sound they hear at the end of the words

Pupils' activity: Say final sounds heard.

Pupils' activity: Identify other words with final sounds heard.

12
B. Core Words
Read the words in the oval shape below and identify them when
you read the story.

excited decided shady finally

huge sightseeing tiring arrived
eager enthusiastic prawns secure
cast environment agreed trout
picnic

C. Practice Sentences
Read the sentence using the tone required.

Fishing adventures can be exciting. The huge, shady trees are very
nice for sightseeing. Dan was eager to pull up his first catch, a tiny
star-like fish.

13
 Let us Read

One weekend, my father Jacob

decided to go fishing. He had called
up a close friend to join him on this
fishing adventure. I was extremely
excited and eager to go as well, so
I asked my father if I could go with
him. He thought about it for a while
and then agreed to take me with him.
The night before the adventure, father cleaned up his fishing rods and
got out his hat. It was exactly five o’clock when we awoke the next
morning and had a quick breakfast. My mother had prepared a nice
picnic basket for us. My father had arranged to pick up his friend Dan
on our way to the pond. After a long and tiring drive, we finally arrived
at the Ribbon Bow Fishing Square. There we saw a few other fishing
enthusiasts who were preparing their fishing rods with bait. Father,
Dan and I were able to secure a shady place near a huge tree and set
out our things. As my father and his friend hooked bits of prawns
to their fishing rods, I decided to go sightseeing to check out the
environment. When I got back to our spot, my father and his friend
had not made a catch yet. I took out three bottles of juice from the
picnic basket and shared with my father and his friend, Dan. They had
hardly taken a sip when they felt a tug on their rods.

14
They quickly put down their beverages and hung on to their rods. By
noon, my father had caught more than a dozen small sharks, while Dan
had caught a huge trout.

Late in the afternoon, both my father and his friend had caught more
than a dozen fish and were getting tired. I had tried catching some
fish with my small net but all I caught was a tiny star-like fish. After
a while, I got tired, so I laid on the grass and enjoyed the afternoon
breeze. We decided to go home at about five in the afternoon. It was
a tiring day, but we had enjoyed ourselves.

15
 AFTER READING
FRIEND BLUE
CRICKET SCHOOL
WRITE TEACHER

D. Story Wrap Up
Complete the diagram below to show you understand the
story.

Event 1 Event 2 Event3

Fishing
Adventure

Event 4 Event 5

E. Co-operative Activity
Fishing Game: For groups of 5 pupils
Teacher's activity: Makes a template of a fish using cardboard.

Pupils' activity: Observe and make several cardboard fishes in groups

of 5’s.

16
Each player

⚫ writes a word on a fish.

⚫ puts a paper clip on the fish.

⚫ places each worded fish into a basket or box.

⚫ ties a piece of string with a magnet at the end, on to a wooden ruler.

⚫ takes turn in catching a fish from the basket or box.

⚫ reads the word on the caught fish. If the player or a member of

that team is unable to read the word he or she misses a turn.

⚫ the next player takes a turn.

⚫ the group with the most catch is declared the winner.

F. One Minute Handwriting

Copy the following sentences using the script and
cursive forms of writing.

My father had arranged to pick up his friend Dan

on our way to the pond.

_______________________________________
_______________________________________

My father had arranged to pick up his

friend Dan on our way to the pond.
_______________________________________
_______________________________________

17
G. Creative Writing
Would you like to go on a fishing adventure?

Read the story again, and then write a paragraph on how you
would prepare for the adventure.

H. Home-School Link
⚫ Plan a fishing adventure with your family.

⚫ Discuss this event with your parents. Get them to agree.

⚫ Help them through the paces of preparing and getting things ready
for the trip.

⚫ On your return to school, share your experiences of the trip with

your teacher and peers.

I. Bonus (Integration)
State the nutrients we can get from fish.

18
J. Coming Attraction
⚫ Talk about the kind of community you would like to live in.

⚫ If you like the community in which you live presently, talk about
ways you can help to improve that community.

19
UNIT 3
MOVING ON
BEFORE READING

A. Word Walk
Vowel Sounds: Vowels have long and short sounds
Teacher's activity: Study the table below carefully. Read each word
and listen to the /a/ sound.

Pupils' activity: Read and listen for /a/ sound in words. State whether
it is long or short. Complete table by placing a tick (√) in the appropriate
column

WORDS LONG SOUND /a/ SHORT SOUND /a/

father
stay
wagon
family
baby
small
came
land
place
Samuel

20
B. Core Words
Unscramble the words below and identify them when you read the
story.

lmafiy - ____________ gthetore- __________

rodwced-____________ mtainoun-__________

nogwa-_____________ vanimni-___________

veltraed-___________ gnihunt-___________

bobiuqessE-_________ wardto-___________

C. Practice Sentences
Read the sentence using the tone required.

Father Brown prepared the vehicles for the journey. He parked

the big wagon and the family's minivan in front of the yard.

Let us Read

A few years went by, and then Father Brown called his family of seven
together. “Pack your things,” he said to them. “We
are leaving here. The Browns' never stay long in
any one place. Besides, this farmland is worn out.
We can buy rich, fertile land at a low cost to the
Northwest of here. We can settle there.”

21
Ten-year-old Samuel was extremely happy. “I’m glad we are moving,”
he said. “I feel so crowded here. There are too many houses and far
too many people."

Father Brown prepared the vehicles for the journey. He got out the big
wagon and the family's minivan. Mother Brown packed clothes, dishes,
pots, pans, and all their valuables into large boxes and placed them into
the wagon. She would fix food for the family along the way. Samuel
tied his mountain bicycle behind the minivan.

The Brown family said goodbye to their neighbours and to their old
home and started on their journey of moving on. Mother, the two
girls, and the baby rode in the minivan, while father and the two boys
rode in the wagon.
The Browns' traveled across the Demerara Harbour Bridge. On and
on they went toward a new community. At last, the family came to
small village in Essequibo. A few houses were there already, but it
was much quieter than in Demerara.
Father Brown said, “I can already see good farming land. We will stop
here.” Samuel looked all around him; there was level land close. The
backdam was not far away. He knew that hunting would be exciting
here.

22
“I like this place,” he said. “There’s plenty of room here.”
Mother Brown, the girls and the baby got out of the minivan and to-
gether they made a campfire. Father and the boys cut down trees and
started to build a log house. Soon the Browns' had made a new home
in a new land.

AFTER READING
FRIEND BLUE
CRICKET SCHOOL
WRITE TEACHER

D. Story Wrap Up
Character Study
A character is a person who takes part in the events of a story.

⚫ Write two statements Samuel made in the text.

⚫ Write two things Samuel did in the story.

Statements made by
Samuel

What Samuel did in the

story

23
E. Co-operative Activity
⚫ Read the story again.

⚫ Pretend to be one of the characters from the story.

⚫ With the help of your teacher, act out or dramatise your part of
the story ‘Moving On’.

F. One Minute Handwriting

Copy the sentence using the script and cursive
forms of writing.

The backdam was not far away.

________________________________________

The backdam was not far away.

________________________________________

24
G. Creative Writing
⚫ The following characters are found in the story. Write at least four
words to describe each of them.

Father Brown Mother Brown Samuel

_____________________ _____________________ _____________________

_____________________ _____________________ _____________________

_____________________ _____________________ _____________________

_____________________ _____________________ _____________________

⚫ Choose one of the characters above and write a short paragraph

about that character using the descriptive words listed.

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

25
H. Home-School Link
⚫ Ask your parents or a member of your family to accompany you on a
tour of your community.

⚫ Make a diary record of all the things you like.

⚫ Write about the things you would like to see changed in your
community.

⚫ Discuss your recordings with your family and let them help you to
write a letter to the Mayor about your findings.

I. Bonus (Integration)

Social Studies: What type of family is the Browns' family?

Mathematics: Calculate the distance from Georgetown to Essequibo.

J. Coming Attraction
⚫ Tell your friend some of the things you are engaged in during your
leisure time.

26
 UNIT 4
PLAYING MARBLES
BEFORE READING

A. Word Walk
Create word families for the words in the rectangle.

enjoy enjoyed enjoying enjoyment enjoys

make

whisper

shatter

squeeze

target

27
B. Core Words
1. Read the words below.
2. Arrange each set of words in the clouds in alphabetical
order.

champion leisure
rummaged proceeded

accurate target
budge shattering

strengthen squeeze
opponent puzzled

28
C. Practice Sentences
⚫ Read the sentences using the tone required.

⚫ Take turns reading the sentences to each other.

1. The truth was that Scott was thinking of a leisure time activity
he would be good at and also enjoy.

2. He practiced shooting, softly at first so that his aim would be

accurate.

3. Scott had played eleven games and won nine. He blasted the
marbles, shattering one into sparkling slivers of glass.

4. Fishing can be exciting. The huge shady trees are for sightseeing.
Dan was eager to pull up his first catch, a tiny star-like fish.

Let us Read

Scott Peterson, a quiet boy who spoke in whispers, was the school’s
Spelling Bee champion, winner of the reading contest at the national
library for three terms and never missed one day of Primary School.

Even though Scott had a razor-sharp mind, he could not make his body
run as fast as the other boys', no matter how hard he tried.

Actually, Scott was thinking of a leisure time activity he would be good

at and also enjoy.

“I wish I could win something, anything,

even marbles." At the word marbles,
Scott sat up, “That’s it. Maybe I would
enjoy playing marbles.” He rummaged
through the closet until he found a can

29
full of his brother’s marbles. He poured the rich glass treasure on the
mat and picked five of the most beautiful marbles.

He practiced shooting, softly at first so that his aim would be accurate.

The marble rolled from his thumb and clicked against the target marble.
But the target would not budge. At that moment, he realized that he
had only two weeks to practice. The playground will be full of children
playing marble as a leisure time activity after school.

To strengthen his wrists, he

decided to do twenty push-ups on
his fingertips and squeeze a rubber
eraser one hundred times, hoping
it would strengthen his thumb. The
exercises seemed to be working.
He listened to his brother who
gave him tips on how to shoot: “Get
low, aim with one eye and place one knuckle on the ground. ‘Think eye
and thumb’ and let it rip!” his brother said.

The next two weeks went by quickly and Scott beat his first opponent
easily and then felt sorry for him because no one cheered for him.
Except for his sack of marbles, he was all alone. Scott invited the boy
whose name was Ronald to stay with him. They began to work as a team
and proceeded to win more matches. Soon, a crowd of people gathered,
including Scott’s brother.

Scott had played eleven games and won nine. He blasted the marbles,
shattering one into sparkling slivers of glass. On their way home that
evening, Ronald looked at Scott and said “You did what you do best.”
Scott looked puzzled, “What’s that Ronald?”

“Win!” said Ronald laughing loudly.

30
 AFTER READING
FRIEND BLUE
CRICKET SCHOOL
WRITE TEACHER

D. Story Wrap Up
Answer the questions based on the story “Playing Marbles”.
Select the correct answer.

1. A razor sharp-mind suggests that Scott was

a. dangerous c. playful
b. intelligent d. quiet

2. Which word is similar in meaning to accurate?

a. incorrect c. faulty
b. object d. true

3. The story deals mainly with

a. Working as a team
b. Strengthening your finger muscles
c. Leisure time activity
d. Spelling Bee Champions

4. Which of the following was NOT done by Scott in preparation

for playing marbles

a. Locating marbles
b. Shattering marbles
c. Listening to tips
d. Exercising his fingertip

31
E. Co-operative Activity
⚫ Create a collection of marbles using the seeds from various fruits

⚫ Compare the size, colour, and texture of the seeds selected for
marbles.

F. One Minute Handwriting

Copy the sentence using the script and cursive
forms of writing.

Scott is a very active and clever boy.

______________________________________

Scott is a very active and clever boy.

______________________________________

G. Creative Writing
⚫ Write a letter to your friend explaining how you spend your leisure
time.

⚫ Use five words from the core words in your letter.

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

32
H. Home-School Link
Code Breaker
⚫ The words below are written in codes

⚫ Use the following code key to figure out each word

⚫ Write the decoded word

Code m l k j i h t f e d c b a z y x w v u g s r p q o n
Letter a b c d e f g h i j k l m n o p q r s t u v w x y z

Enjoy playing this game with your family members

Example: uwsiini – squeeze

bieusvi czskcbi
vsaantij amvlbiu
kfmaxeya ibiriz
gmvtigij uberivu
xsnnbij ufmggivezt

I. Bonus (Integration)
Physical Education: Organise a game of marbles with your classmates

Social Studies: Conduct a survey in your class to obtain information

about how pupils spend their leisure time.

Mathematics: Construct a pictograph to display the information

obtained from your survey.

33
J. Coming Attraction
⚫ Were you ever involved in planning a fundraising event?

⚫ Enjoy reading about a culture-class project.

34
 UNIT 5
Kaleidoscope of Cultures
BEFORE READING

A. Word Walk
Syllabication: Dividing words into sounds you hear when you pronounce
them.

⚫ Syllabicate the following words.

⚫ Tick the column which tells you how many syllables you hear in each
word.

No. of Syllables
Words
1 2 3 4 5
celebrates ✓
Mashramani
classmates
backgrounds
traditions
fundraisers
Seepersaud
excitement
enthusiastic
spectacular

35
B. Core Words
Carefully study the words on the box, then write each next to its
correct definition

enthusiastic classmates tradition dinner

accentuate excitement fundraising

1. To do something happily_ __________________________

2. Children in the same class with you___________________

3. An important meal of the day, eaten in the evening_ ______

4. An activity done to collect money for an event___________

5. Showing great enjoyment_ _________________________

6. To make more noticeable___________________________

7. Passing on customs and beliefs______________________

C. Practice Sentences
⚫ The first time you read the sentences, read them slowly.

⚫ Pick up the pace on the second and third readings (faster, faster).

⚫ Read the sentence using the tone required.

Ms. Seepersaud, her class teacher, was enthusiastic about the idea.
They excitedly shared it with the headteacher, parents and pupils.
Everyone was excited about hosting this spectacular event.

36
 Let us Read

Every year, Latiefa Agard’s school celebrates their traditional costume

parade. This year, they planned to have a Mashramani Costume Parade.
In order to do this, the school needed to have money, so they thought
about a fundraising event.

Latiefa quickly thought about her friends and what they could do for
a fundraising event. She knew that many of her classmates belong
to families from different ethnic backgrounds and had many special
traditions. They dressed and ate different types of foods.

“What a brilliant idea it would be for a fundraiser,” Latiefa thought

to herself, “An Ethnic Dinner Night.” “Yes! That’s it,” she said with
excitement, and ran off to share the idea with her teacher.

Ms. Seepersaud, her class teacher, was enthusiastic about the idea
and excitedly shared it with the headteacher, parents and pupils. By
this time, as the idea spread throughout the school and the community,
everyone became over-excited about hosting this spectacular event.

37
On the night of the dinner, Derick Wong who was dressed in his Sarong,
a traditional Chinese wear, brought fried-rice and wanton soup. Nadira
Boodram, whose family is East Indian, arrived in style, beautifully
dressed in a colourful sari, accentuated with a rich tillery necklace.
She teased us as she opened the bowl with her spicy curry.

John DeSantos, who loved to boast about his grandfather’s skills in

playing the Braggs, a small Portuguese guitar, brought garlic pork and
beef stew for the dinner. Latiefa, with her colourful African head wrap,
brought metagee and cook-up rice. She had also assisted in decorating
the dinner table with pottery made by her grandmother.

Winston Forte, dressed in a navy blue suit and matching tie, brought
pastries and a tantalizing decorated pumpkin pie. Ama Jarvis, whose
father had told the class about the ‘Legend of Kaieteur’ at the last
Open Day activity, brought pepperpot and cassava bread which looked
delicious. When everyone arrived, it was time to open the dinner.

Everyone enjoyed tasting foods from the various ethnic groups and
displaying their interestingly beautiful attire. It was a sight to behold.
The ‘Ethnic Dinner Night’ was a huge success. The satisfied supporters
willingly paid for their dinner. Some supporters were so satisfied; they
left donations for the event.

38
 AFTER READING
FRIEND BLUE
CRICKET SCHOOL
WRITE TEACHER

D. Story Wrap Up
Study the story organizer and answer the questions in complete
sentences.

What Who What

is another were the was the
name for the persons that purpose of the
story? helped? dinner?

Kaleidoscope of
Cultures

Which ethnic
How was it
groups were
done?
represented at
this event?

39
E. Co-operative Activity
⚫ Make a traditional headdress that could be worn at such an
event (Ethnic Dinner Night)

⚫ Decide on and list the materials to be used.

⚫ In groups, create a traditional headdress.

⚫ Display the headdress for others to see.

F. One Minute Handwriting

Copy the sentence using the script and cursive
forms of writing.

When everyone arrived, it was time to open the

dinner.

________________________________________

When everyone arrived, it was time to

open the dinner.
________________________________________

40
G. Creative Writing
Filling in information

⚫ Assist Ms. Seepersaud in completing the Award Certificate below

for a pupil of your choice who participated in the event.

Award Certificate

Name: _ ________________________________________
Event: _ ________________________________________
Date: __________________________________________
Time: __________________________________________

Signature of Teacher ____________ Date: ____________

H. Home-School Link
⚫ Working with your family, write a recipe of an ethnic dish.

⚫ Prepare and cook the dish

⚫ Take it to school to share with your friends.

41
I. Bonus (Integration)
Social Studies: Choose an ethnic wear and dress to display it at school.

Science: Describe the materials used to make your ethnic wear.

Mathematics: If a dinner for one person costs $5678.00, what would

a family of five pay for their dinner?

J. Coming Attraction
⚫ Do you have a bicycle?

⚫ Can you repair it if it gets broken?

⚫ Look out for the story on the bicycle. You will like it.

42
 UNIT 6
Repairing My Sister’s Bicycle
BEFORE READING

A. Word Walk
Words have patterns

CVC words- Consonant Vowel Consonant Words

For example:

C V C
↓ ↓ ↓
C A T
Study the following word patterns and write words using each
pattern.

cvc vvc vce

cvvc vccv vcc

cvcv cvce

43
B. Core Words
Read the words on the wall below and identify them when you
read the story

figure excellent normally

repair attached solution

desire conduct initiative

scientist underneath grabbed

reflector squealed glanced condition

C. Practice Sentences
Identify all the punctuation marks used in the sentences. Read
the sentences, observing all punctuation marks and use the tone
required.

“Let’s see how long it stays attached to the bicycle.” My dad

said he was proud of me for taking the initiative. That meant
I had seen something that needed to be repaired and did it
without being told!

44
 Let us Read

I love to repair things. I’m eight years old, but I can figure out many
things by myself. My desire is to become a scientist when I grow older.
A few weeks ago, the shiny, red reflector came off my sister’s bicycle
seat. My sister Jael was very sad. She wanted dad to take it to the
bicycle shop to be repaired.

“No way,” I stopped her. “I know how to repair things, so I’ll repair
this too!” “Well, it had better work!” Jael said, as she stared at me in
disbelief.

I got pieces of wire from dad’s old store case, and I tied the reflector
right back onto the bicycle. It dangled a little bit, but it still worked
just fine. “It looks messy,” said Jael. When my dad came home, I showed
him how I had repaired the bicycle. He asked me, “Do you think that’s
the best solution?” I took another look at the reflector and on second
glance it didn’t look that secure after all. There were some pieces of
wire sticking out. I shook my head. “Yes! It’s fine!” I said.

I thought it was the best solution to the problem. I had come up with
it, after all, so it had to be the best.

“Okay,” he said. “Let’s see how long it stays attached to the bicycle.”
My dad said he was proud of me for taking the initiative, which meant
I had seen something that needed to be repaired and did it without
being told!

“I think I have a new lesson for you, though,” Dad said. “I want to
show you how to conduct an experiment.” I had come up with a solution
to a problem, and now the second step was to test it under different
conditions. I asked my sister what time she was planning to go for a
bicycle ride. She said at 16:00 hours. I grabbed a pen and a piece of

45
paper and drew two columns. One column said ‘GOOD’ and one column
said ‘BAD’.

At 16:00 hours, I went outside to watch her ride. First, she rode
down the sidewalk and the reflector stayed on. I place a tick in the
'GOOD' column. Next, she rode over a hump and the reflector stayed
on. I placed another tick in the 'GOOD' column again! Then, she rode
underneath a tree. I knew what was next. As branches from the tree
swept across the back of her bicycle, the next thing I saw was the
whole reflector on the ground!

Jael cried out, “My reflector! My reflector! Brother, my reflector” I

placed another tick, this time in the column that said BAD. “Back to
the drawing board!” I said. “Grrr!” said Jael. Later that night, my dad
and I sat down with my paper to look at the ticks placed in the columns.

“Under what conditions did the reflector stay on the bicycle?” Dad
asked me. I reflected on each condition I saw while my sister was
riding. “Well, it stayed on when the bicycle was being ridden, but it fell
off when it was hit by a tree branch.”

46
“What you have on that sheet of paper is called scientific data,” Dad
said. “What do you think you can learn from this information?” “I don’t
think the wire worked very well,” I said. “I don’t think so, either,”
replied Dad. “But you did have to test it first to be sure.” “Well, I
tested it and now I know.” “What will hold the reflector on better?”
“Let’s use glue!” I said. We went downstairs where the family keeps all
our tools. Dad pulled the bicycle up onto the bench and took out the
Super Glue.

I’m not allowed to use strong glue by myself. So, we did this part
together. We let the glue dry overnight, and the next day I conducted
my experiment all over again. “You’re not going to break my reflector
again, are you?” my sister asked. She looked a little upset and suspicious.
“Well, I don’t think so,” I told her. “But that’s what this experiment is
for. Do you trust me?” “I guess so,” said Jael. “But mainly because Dad
helped this time!” and stuck her tongue out at me.

I made her ride the bicycle exactly the way she had the last time
so that we could try to recreate the conditions. This is important in
a scientific experiment. She rode down the sidewalk. The reflector
stayed on. So far, so good! Then, I had her go over the hump again.
The reflector stayed on. I made another tick. But now it was time for
the final test. “Okay, get ready!” I yelled. “It’s time to ride under the
tree!” Just like last time, my sister rode under the tree. However,
this time, the reflector stayed on the bicycle even while the branches
brushed and hooked the reflector.

“Yay! It didn’t fall off!” Jael squealed happily. I was super proud of
myself. I made a great big tick in the 'GOOD' column, and then drew
a smiley face just for fun. I turned around to see that my dad had

47
been watching the entire time. “Excellent work, Mr. Scientist,” he said.
“You recreated the experiment and found the solution to your sister’s
bicycle problem.”

“And I saved us a trip to the repair shop too!” I said.

“You sure did,” Jael said. And then she gave me a great big hug and a
wet kiss.

AFTER READING
FRIEND BLUE
CRICKET SCHOOL
WRITE TEACHER

D. Story Wrap Up
Complete the graphic organizer below to show the steps
taken in Jael's brother’s experiment.
EXPERIMENT
Step 1
Step 2
Step 3
Step 4
Result

48
E. Co-operative Activity
Fix it Game: For two large groups of pupils

⚫ Divide class into two large teams.

⚫ Distribute a jigsaw puzzle to both teams.

⚫ Encourage the teams to observe the puzzle pattern and create a

solution to fix up the puzzle in 5 minutes.

⚫ The team that fixes it faster wins.

⚫ Each team will share the solution plan with the class.

⚫ With the help of the teacher, the class will decide which team had
the best solution plan.

49
F. One Minute Handwriting
Copy the sentence using the script and cursive
forms of writing

Next, she rode over a bump and her reflector

stayed in place.

_______________________________________

Next, she rode over a bump and her

reflector stayed in place.
_______________________________________

G. Creative Writing
⚫ Identify and list the materials that will be used to mend a
punctured tyre.

⚫ In one paragraph, write to show how you can use the materials
listed to mend a punctured tyre.

⚫ Be sure to use these words: firstly, secondly, thirdly, then,

afterwards, next, finally.

50
H. Home-School Link
⚫ Find something at home that needs repairing.

⚫ With the help of your parents, make up a solution to repair the item.

⚫ Conduct an experiment to ensure that you have done a good job.

⚫ Take a picture to capture your repairing skills.

I. Bonus (Integration)
Science: Name the main parts of a bicycle.

Mathematics: The cost of mending a punctured tyre is $265. Calculate

the cost for mending two punctured tyres.

Social Studies: Explain in your own words, the correct use of the road
by cyclists.

J. Coming Attraction
⚫ Have you ever seen a
fireside?

⚫ Say what is done at a

fireside.

⚫ Explain/describe how a
fireside is made.

51
UNIT 7
Christmas by the Fireside
BEFORE READING

A. Word Walk
Consonant digraphs are two or three letters that come together to
make one sound.

Pupils: Read the words below and say the initial digraph sounds they
hear.

check Sherry white

thread cheese

Create a tongue twister using one of the consonant digraphs.

ch sh th wh
Example: “Chew the cherry cheesecake, Chum.”

52
B. Core Words
Use the clues on the right to help you find the other part of the
word. The new word formed can be found in the story you will read.

break ________ a morning meal

screw ________ tool used by mechanics

wheel ________ used to carry heavy loads

fire _________ where you warm yourself

class_________ a part of a school where children are taught

C. Practice Sentences
Read the sentences using the tone required. Identify this sentence in
the story below.

There was a table made from a spool of thread, chairs made from
buttons, and little pictures on the walls. The pictures were really
postal stamps, but the Cheese family did not know that.

Let us Read

Mr. and Mrs. Cheese were very tired. They had been walking for hours.
Sherry and Martin were tired, too. Sherry was a baby. Mrs. Cheese
had to carry her part of the time. Martin was old enough to walk on his
own. They all wanted to rest.

Up until yesterday, the Cheeses’ lived in a snug little house on Rice Hill
in Linden. Then, somebody was very careless. They did not put out the

53
fire by the fireside before they left the house. Some coals blew onto
the floor. Sparks caught the carpet and started burning. Then, the
tablecloth caught fire and started burning too. Soon, the whole house
was ablaze.

The Cheese family had no place to live. They were very sad, too.
Tomorrow would be Christmas and they had no Christmas tree or
presents. They didn’t even have beds! And it was so cold!

Then, Mr. Cheese saw a pretty white house just up the street. The
lights were on, so he decided to go check it out. It had a fireside that
looked so warm and inviting. “Maybe there is room for us in that house,”
he thought to himself. “Maybe we can stay just for tonight."

Mr. Cheese walked back to his family to tell them the good news. "Yes,
there is room for us,” he said. “There are cozy beds too. It looked like
the family that lived there before just moved out today.”

54
Everyone was very happy. They all hurried to the house and went
inside. It was so pretty. “Where will we sleep?” Mrs. Cheese asked.
“Right here,” Mr. Cheese answered. He showed her a tiny door beside
the fireside. He opened the door. They all walked into the prettiest
little room they had ever seen! There were four little cozy beds made
from matchboxes. There was a table made from a spool of thread,
chairs made from buttons, and little pictures on the walls. The pictures
were really postal stamps, but the Cheese family did not know that.
Uh-oh! Did I forget to tell you? Mr. and Mrs. Cheese and Sherry and
Martin are mice. You see, their house had burned because the people
who lived there were careless with the fire. Now, they had found a new
home.

“Well, children, let’s get to bed,” Mrs. Cheese said. “Tomorrow we can
look all around our new home. I hope the people are careful with their
fireside.”

“Yes,” Mr. Cheese said. “I hope so, too.

55
 AFTER READING
FRIEND BLUE
CRICKET SCHOOL
WRITE TEACHER

D. Story Wrap Up
Pretend a talking animal has just escaped a burning house. Write
four questions you would like to ask this unusual animal.

Question 1
___________________________________________________
Question 2
___________________________________________________
Question 3
___________________________________________________
Question 4
___________________________________________________

E. Co-operative Activity
⚫ With the help of your teacher and two of your classmates, create
the items found in the Cheese family’s little room.
⚫ Four beds made from matchboxes
⚫ Table made from a spool of thread
⚫ Chairs made from buttons
⚫ Pictures made from postal stamps
Be sure to display your items in the reading corner of the classroom.

56
F. One Minute Handwriting
Copy the sentence using the script and cursive forms of
writing

Tomorrow we can look all around our new home.

______________________________________

Tomorrow we can look all around our

new home.
_______________________________________

G. Creative Writing
Think about an event that has changed your life. List the effects of
the event on your life.

Use this diagram below to help you plan your writing / composition.

Event

57
H. Home-School Link
How can you and your family make your home a safe place?
⚫ Create at least five home safety rules with your family, remember
to state at least two special rules you should follow in the kitchen.

I. Bonus (Integration)
Social Studies: Create a map showing the route the pupils of your
class must take if there is an emergency at your school. You must
share your map with your teacher and classmates.

Oral Expression: Prepare a brief talk about how children can help fire
victims.

Art & Craft: Create a model of a firefighting equipment

J. Coming Attraction
⚫ Have you ever thought about being big and great?

⚫ Do you think being big makes you great?

⚫ Read about the biggest and the greatest in the next unit.

58
 UNIT 8
The Biggest and STRONGEST
BEFORE READING

A. Word Walk
Pupils: Pronounce these words.

Divide each word to show the syllables. Use your dictionary to help you.

Example: gingerly gin-ger-ly

gingerly compliment responded

naturally conversation realized

59
B. Core Words
Complete the sentences using the words in the shape.

responded conversation realized

compliment gingerly naturally

1. The animals soon _______________ that they had been

tricked.

2. My sister ______________ to her pen friend by writing a

letter.

3. Sherry goes to dial out another line but accidentally overhears

Naresh’s ______________ on the other line.

4. Clive smiled ______________ uncertain whether Sam’s

remark was intended as a ________________.

5. Cotton is a _____________ absorbent material.

60
C. Practice Sentences
⚫ Read the sentences using the tone required.

⚫ Use synonyms to replace the underlined words.

⚫ Read the new sentences.

It was an interesting conversation between two unusual

species. Elephant said, “Sister Whale,” “you are by far the

biggest, strongest, and most beautiful animal of the sea.

Let us Read

One bright sunny morning, long, long ago, a very clever Rabbit was
gingerly hopping along the seashore. Hearing voices, he stopped to listen.
It was an interesting conversation between two unusual species, Whale
and Elephant. Rabbit didn’t want to miss a beat of this conversation, so
he drew closer. He wanted to hear every word.

Elephant said, “Sister Whale, you are by far the biggest, strongest, and
most beautiful animal of the sea. Naturally, I’m the biggest, strongest,
and most beautiful animal of the land. The two of us should rule over
all the animals, birds, and fish on the earth.”

61
Sister Whale blushingly responded, “Yes, it’s true, Brother Elephant,”
“We are the biggest and the strongest. You should rule the land. I’ll be
happy to rule the sea.”

Rabbit couldn’t believe his ears, so he decided to play a trick on these

two behemoths. “I’m twice as smart as both of them,” he said. “All I
need is a very long but strong piece of rope and my jungle drum.”

Later that afternoon, Rabbit

found Brother Elephant in
the woods and said, “Hello,
Powerful Ruler of all the
animals that walk and all the
birds that fly. I’m in need of a
small favor.”

Brother Elephant’s attention

was captured by Rabbit’s
compliment and so he was
willing to listen.

“What can I do for you, my little friend?” he trumpeted.

“My milking-cow is stuck in the sand a few meters along on the beach.
I’m not big enough to pull her out. If you let me tie one end of this
rope around you and the other end around her we can get her out. Upon
hearing the beat of my drum, you’ll know it’s time to pull hard, really
hard.”

“That’s a good plan,” said Brother Elephant, shaking his head. “You are
wise to come to me as I’m the biggest and strongest friend you have."

“Thank you, Brother Elephant. Now wait for the drum!”

62
So saying, Rabbit ran to the beach and found Sister Whale sunning
herself near the shore.

“Hello, my dear Friend Whale. My! My! My! Don’t you look sleek and
powerful today,” said Rabbit.

Sister Whale blushed with smiles and replied, “Yes, Rabbit, I’m big and
strong today and every day
as a matter of fact. I rule
all the creatures of the
sea.”

“Wow! Of course you do,”

responded Rabbit. “That’s
why I’ve come to you with my
small problem.”

“How can I be of help?” asked Sister Whale.

“It’s my milking-cow. She’s mired deep in the mud way up the shore. I
can’t get her out. I’d like to tie one end of this rope around your tail
and the other end around my cow. I’ll beat my drum so you’ll know when
to pull.”

“Sure! Of course I’ll help,” said Sister Whale.

She swam closer to shore so that Rabbit could tie

the rope to her massive tail.

“Pull hard when you hear my signal,” said Rabbit as he

ran into the bushes. He found his drum and pounded
hard and loud. Boom! Boom! Boom! The sounds reached to
both Brother Elephant in the forest and Sister Whale
in the sea. They both began to pull, each against the

63
other, and were shocked at the resistance. Brother Elephant tugged
so hard that Sister Whale hit the sand in the shallow water closer to
the shore. Sister Whale pulled back so hard that Brother Elephant was
being dragged out of the forest.

“That cow must be stuck in the sand up to her neck,” bellowed Brother
Elephant.

“That cow must be buried in the mud up to her nose,” cried Sister
Whale.

Next thing they knew the rope snapped! One end flew back and stung
Brother Elephant on his ear.

“Ouch!” he cried.

The other end smacked Sister Whale on the tail.

“Ouch!” she cried.

Rabbit began to laugh and laugh. He laughed so hard that his laughter
carried deep into the bushes and far out to sea. Brother Elephant
and Sister Whale soon realized that they had been tricked. They also
discovered that when it came to cleverness, Rabbit was the biggest
and strongest of all.

64
 AFTER READING
FRIEND BLUE
CRICKET SCHOOL
WRITE TEACHER

D. Story Wrap Up
Identify a part of the story “The Biggest and the Strongest” that
you’ve enjoyed and write about it.

When you write, include:

⚫ Something new you have learned

⚫ A personal connection you made to the story

⚫ Something you still wonder about

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

65
E. Co-operative Activity
Interesting headlines catch your eyes as you flip through a magazine
or newspaper.

Work in groups of 3’s to collect headlines, state what kind of headline

it is.

Is it a question? Is it a startling fact? Is it something funny?

A talking crow

F. One Minute Handwriting

Copy the sentence using the script and cursive forms of
writing

She swam closer to shore so that Rabbit could

tie the rope to her massive tail.

______________________________________
______________________________________

She swam closer to shore so that

Rabbit could tie the rope to her massive
tail.
______________________________________
______________________________________

66
G. Creative Writing
An Appointment Book

Imagine that you are a veterinarian’s assistant who lists the

Veterinarian’s appointments. Complete the chart below.

Appointment for Dr. ____________ Date:_____/______/______

TIME KIND OF ANIMAL’S REASON FOR

ANIMAL NAME VISIT
9:00 AM
10:00 AM
11:00 AM
12:00 PM L U N C H
1:00 PM
2:00 PM

H. Home-School Link
Game

Players: 2 or 3 persons

You Need: a paper bag and twelve cards cut into shape of a whale.

⚫ Use the words from your core word list to write on the cards.

⚫ Take turns to pick a whale from the bag.

⚫ Ask another player to spell the word.

⚫ If the word is spelt incorrectly, the whale goes back into the bag.

⚫ The player with the most whales at the end wins.

67
I. Bonus (Integration)
Science: Look at the pictures of the animals. State to which group of
vertebrates they belong and describe their habitats.

Whale Crocodile Canje Pheasant

Mathematics: On Tuesday, Veterinarian, Dr. M. Hutson completes

appointments with (4) cats, (7) dogs, (2) rabbits and (3) turtles.
Represent this information on a bar graph.

J. Coming Attraction
⚫ Talk about the kind of weather patterns we experience in Guyana.

⚫ State which weather pattern you prefer and why?

68
 UNIT 9
The Weather and You
BEFORE READING

A. Word Walk
Sound Matching

Look at the words in the balloon.

Which word in the balloon does not belong to the group?

alarm swim swarm farm

storms dorms barn forms

might tight home fight

69
B. Core Words
Synonyms- Words that are similar in meaning to another word.

⚫ Draw a line from the word in the center to all the other words
around it that mean the same as that word.

outline
type
start commence
pattern
begin

sample example
first top
ambience

mood

room atmosphere

place

70
C. Practice Sentences
Read the sentences slowly. Then read them quickly.

Tell your teacher what you understand. What is the new word you
have learnt?

The air the earth is surrounded by is called the atmosphere which

extends some 625 miles from the planet’s surface. However,
weather – clouds, storms, wind, and rain and in some countries,
snow – occurs only in the troposphere, the very lowest part of
the atmosphere.

Let us Read

Your alarm goes off. A new day begins. What will you wear today? What
will you do? Your answers depend on the weather. Weather affects our
lives in many ways. For many people, knowing what the weather will be
in an hour, a day or a week is important. You might probably talk about
the weather at least once per day, but weather in simple terms is what
is happening in the air around you.

The air the earth is surrounded by is called the atmosphere which

extends some 625 miles from the planet’s surface. However, weather
- clouds, storms, wind, and rain, and in some countries snow - occur only
in the troposphere, the very lowest part of the atmosphere.

Weather is powered by the sun heating the earth. The heat energy
is responsible for creating the different climates on earth. While
weather changes from day to day, climate is a region’s general pattern
of weather over a long period of time.

71
Because the earth’s surface is curved, the sun’s rays strike different
parts of the earth at different angles. The rays strike earth more
intensely near the equator than the poles. So, places near the Equator
often called the ‘Tropics’ have the warmest climates. Those near the
poles have the coldest climates. Warm air is less dense than cool air.
This means that particles of warm air are farther apart than those of
cool air.

Although the weather may be different on various days, it is compulsory

to have our daily routine executed. We have to be at school; our parents
would have to go to their jobs; the mini-bus and taxi drivers would have
to go about their businesses too. They all have to earn a living. No
matter what the weather is, you have to adjust to the situation. The
weather of the day will help you to determine your outfit and activity
for the day.

Sometimes you plan to do things according to one weather pattern but

another pops up. Just do what you have to do and what you can do.

72
 AFTER READING
FRIEND BLUE
CRICKET SCHOOL
WRITE TEACHER

D. Story Wrap Up
⚫ Write one sentence about the weather.

_________________________________________________

_________________________________________________

_________________________________________________

⚫ Write five new words that you have learnt during your reading.

_________________________________________________

_________________________________________________

_________________________________________________

E. Co-operative Activity
Group Work

⚫ Design a weather chart to show the following conditions:

Rainy Sunny Windy Cloudy

⚫ Display your work

73
F. One Minute Handwriting
Copy the sentence using the script and cursive forms of
writing

Weather is powered by the sun heating the earth.

________________________________________

Weather is powered by the sun heating the

earth.
________________________________________

G. Creative Writing
⚫ Use the Venn diagram to compare and contrast weather and
climate.

Weather and Climate

Weather Both Climate

74
Use the ideas in the diagram to compose a paragraph of your findings.

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

H. Home-School Link
With the help of your parents or any family member

⚫ Make a model of a rain gauge.

⚫ Take it to school and display it in the Science corner.

I. Bonus (Integration)
Social Studies: Find out more about weather and climate.

Mathematics: Use the rain gauge on a rainy day and estimate the
amount of rain fall.

75
J. Coming Attraction
⚫ Have you ever seen a javelin?

⚫ Find out all you can about a javelin.

76
 UNIT 10
The Boy and the Javelin
BEFORE READING

A. Word Walk
Onset-Rime: The onset is the part of the word before the vowel;
not all words have onsets. The rime is the part of the word including
the vowel and what follows it.

Use the onset l, d, r, sl, pr, with the rime ‘ice’ to form words.

Example: price

Game: Hot Potato

Pupils sit in a circle and pass the potato while music plays.

When the music stops the pupil with the potato says a word ending
with ‘ice’.

If correct, the pupil may remain in the circle.

If incorrect, the pupil leaves the circle.

NOTE: Do not repeat a word

⚫ Pronounce the words

⚫ Make sentences with 3 of the words formed.

77
B. Core Words
⚫ Pupils pronounce the core words.

1. Pupils write the root word found in the core words.

Example: equipment – equip

throwers assigning hurdler

travelled immediately grabbed

C. Practice Sentences
⚫ Read the sentence using the tone required.

If you are looking for more than a sport, throwing javelin may be the
perfect choice for you.

Complete the sentence, use your own words.

⚫ Tyrone was an _______________ athlete.

⚫ The audience ______________ as Tyrone threw the Javelin.

⚫ Coach Gilbert was impressed with ________________.

Let us Read

Tyrone was an excellent athlete. Ever since he could remember, he

excelled at any sport that he put his mind to. Tyrone was an all-star on
both long distance and sprint events. As he progressed, he dreamt of
competing in the field events.

78
For years, Tyrone was in awe of the javelin throwers at the high school
events. The way that javelin just screamed through the air as it travelled
to its destination was fascinating to young Tyrone. Tyrone couldn’t
wait to learn from Murtland Massiah. Murtland was the Javelin record
holder for last year and the captain of the Bishops' High School team.

Tyrone had never even touched a Javelin before, but at the first field
practice he got his chance. Coach Gilbert was assigning field events.
When Coach Gilbert asked for volunteers for the Javelin, just about
everyone had their hand up. Tyrone needed to make sure he got the
coach’s attention. He acted quickly and tapped the coach on the
shoulder. Coach Gilbert looked at Tyrone. He immediately did a back
flip, while saying, “My name is Tyrone and I am head over heels for the
Javelin, sir!” Coach Gilbert was stunned and belted out, “If you put half
as much effort into the Javelin, Murtland may have some competition
this year! You got it, Tyrone!”

79
Tyrone quickly made a name for himself. The older boys nicknamed
him “Flipper”. Raymond, the champion hurdler, pulled Tyrone aside and
explained that getting a nickname is an honor. Raymond’s nickname
was “Ups”, because he could jump very high during the hurdle events.
Murtland was the first to test out Flipper’s Javelin skills. “Hey, Mr.
Flipper do you mind showing us a quick throw?"

“No problem at all!” replied Tyrone.

Tyrone grabbed the longest Javelin he could find and made his way
down the runway. He launched the Javelin further than anyone, even
Murtland, had ever seen. The entire track erupted in loud cheers!
That very moment everyone knew they were watching something extra
special. Once the place calmed down, Murtland suddenly realized
something! “Great throw Flipper! One problem though, it didn’t count!
You passed the foul line by a clear foot.” Murtland quickly convinced
Tyrone to give it another try.

This time, all Tyrone could think about was the foul line. When he
released the Javelin, he froze. He quickly realized it was half of the
distance of his first throw. He tried all day, but couldn’t come close to
that first throw. At the end of practice, Tyrone came to his senses and
realized that he had a hard road of practice in his future.

80
D. Story Wrap Up
Adjectives: Add meaning or describe a noun or pronoun.

Examples: loud cheers

1. Underline the words which function as adjectives in the phrases.

clear foot champion boy champion hurdler

longest Javelin field events

E. Co-operative Activity
Pretend you and two of your classmates own a store that sells sports
equipment.

⚫ Make a list of the equipment sold and the price.

⚫ Work as a team; remember to give the store an attractive name.

F. One Minute Handwriting

Copy the sentence using the script and cursive forms of writing

He acted quickly and tapped the coach on his shoulder.

_________________________________________

He acted quickly and tapped the coach on his shoulder.

_________________________________________

81
G. Creative Writing
Write a letter to your friend encouraging him/her to join a sports
club. Be sure to give information on the following:

⚫ Name of the sport

⚫ What the sport is about

⚫ The benefits for participating in the sport

H. Home-School Link
Create a sports map with your family

Example: Cricket Lovely Cricket

Player/
Equipment
positions needed
cricket bat
on the team
wickets
Batsman Class Sport

Cricket

Caribbean Cricket
Stadium Providence Famous West
Cricket Stadium Indian Cricketer
Guyana Clive Lloyd

82
I. Bonus (Integration)
Health and Family Life Education:
⚫ Explain to your classmates how your talent helps you to excel in
group work.

⚫ Discuss how you feel when you receive negative response from
classmates.
Physical Education:
⚫ Demonstrate to your classmates how to perform your sporting
activity.

⚫ Remember to share words of encouragement

Examples:

Yes, I know you can Good job

Let’s try again You did it

Art and craft

⚫ Use materials found in your surroundings to create one equipment
used during your Physical Education exercise.

⚫ Be sure to demonstrate to your classmates how you use your

equipment.

Examples:

Beans bag: using beans and cloth

Cricket bat: using branches.

83
J. Coming Attraction
⚫ Celebration after hard work is associated with Mashramani. Tell
your friend what you enjoy most at this time.

84
 UNIT 11
Joining in the Mashramani
Celebrations
BEFORE READING

A. Word Walk
Prefix - is a word part added to the beginning of a word. It changes
the meaning of the base word to make a new word. E.g. un means not,
if you add un to the base word happy, you make a new word ‘unhappy’
which means ‘not happy’.

Look at the words in the table below. Some of them could be found
in the story you will read. Complete the table by identifying the
prefix in each word.

WORD PREFIX MEANING

encourage
immigration
recommended
Reread
informed

85
B. Core Words
informed immigration

encouraged recommended

reread

C. Practice Sentences
⚫ Read the sentence using the tone required. Read them fluently.

The floats began to pass and Gerald and Kishon were taking pictures
and gyrating to the music. After a while, everyone from the group
started milling around to find friends of old.

Let us Read

Guyanese near and far would make sure that they budget for the
Mashramani Celebrations. Many of them make this a family excursion.
They make sure that whatever event they participate in would be
enjoyed to the fullest.

The week before Mashramani Celebrations, lots of money is spent.

The city especially, is filled with shoppers milling around the streets,
especially around the market areas and along Regent Street. People
stand patiently outside the banks waiting their turn to collect the cash
they want to spend.

Gerald and Kishon, who are Guyanese but live in America, touched down
at the Cheddi Jagan International Airport. They could not control

86
their excitement. The plane taxied to a stop. Gerald and Kishon were
the first to get off the plane.

As they walked towards the immigration officer, they were welcomed

by lusty music from the steel band. Gerald began to tap his feet to
the beat of the song, “This Land is my Land” while Kishon looked at the
attractive decorations.

After clearing their baggage, they walked to the waiting area and
were greeted with loud shouts of their names and numerous waves of
handkerchiefs from a group of their family members.

The next day, February 23, was the big day for the float parade. Auntie
Joyce woke up everyone at 6 o’clock to help with the cooking and the
accumulation of other things.

87
Gerald and Kishon wanted to distribute the items they brought for the
family. They brought items such as hats and outfits for everyone. Even
Auntie Joyce and Uncle Terry got their short pants.

At about 10:30 am, the bus was already packed with food and drinks.
Gerald and Kishon were the first to be seated. The family drove to the
Merriman’s Mall and set up a nice shady spot under a tree. Gerald and
Kishon just couldn’t wait. They served themselves some delicious roti
and curry with some ice-cold fruity drink. They commended Auntie
Joyce and her daughter Sally for the delicious food.

The floats began to pass and Gerald and Kishon were taking pictures
and gyrating to the music. After a while, everyone from the group
started milling around to find friends.

Before it was dark, Auntie Joyce and her husband, Uncle Terry,
informed the group members they were ready for home.

Gerald exclaimed, “I wish this event were for two days.”

“I really enjoyed it,” Kishon said.

On their way home, there was much laughter and loud talking. Uncle
Terry and Auntie Joyce were glad that everyone enjoyed themselves.

88
 AFTER READING
FRIEND BLUE
CRICKET SCHOOL
WRITE TEACHER

D. Story Wrap Up
Cause and Effect

⚫ What happens is the effect

⚫ The reason why it happens, is the cause

Complete the table by filling in the causes for the effects in the table
below

Cause Effect
Guyanese near and far make a budget.
Shoppers mill around the streets.
Long lines are seen at the banks.
Lusty music is heard.
Auntie Joyce woke everyone early.

E. Co-operative Activity
A Listening Game

1. The hunter goes to one end of the room and the hunted to the
other end.

2. The hunter has to get across the room to the hunted without
being caught.

89
 3. Both players close their eyes to pretend it is night. They have
to use their ears to listen for the whereabouts of the other.

4. The others who are not in the game, need to be extremely quiet
because the hunter has to depend on his/her listening skills.

F. One Minute Handwriting

Copy the sentence using the script and cursive forms of writing

The floats began to pass and Gerald and Kishon were

taking pictures and gyrating to the music.

_______________________________________
_______________________________________

The floats began to pass and Gerald and

Kishon were taking pictures and gyrating to
the music.
_______________________________________
_______________________________________

G. Creative Writing
Insert the missing words to complete the cloze passage
After clearing their baggage _____________ walked to the waiting
_______________ and was greeted with _______________ shouts
of their names _____________ numerous waves of handkerchiefs
________________ a group of their ________________.

90
H. Home-School Link
1. Design a float you would like to display on Mashramani Day. Get
a family member to help you.

I. Bonus (Integration)
Social Studies: Find out the history of Mashramani celebrations

HFLE: Discuss with a classmate how your family prepares for the Mash
celebrations

Language Arts: Write a recipe for a special drink you would make to
take to the Mashramani celebration

J. Coming Attraction
⚫ Another celebration that everyone enjoys is the colourful festival-
Phagwah. All Guyanese enjoy and celebrate this culture. Find out all
about this festival.

91
UNIT 12
Phagwah
BEFORE READING

A. Word Walk
A diphthong is a letter combination that makes a special sound.

⚫ Circle the words with the ‘ou’ diphthong in the word box below.

⚫ Pronounce the words

through course brought

colours various
around about

f u a b o u t z m u
e m r l v s w n o b
b p g j a v h s i r
a r e b r o r q e o
r a v e i u i s x u
o t h r o u g h t g
u h e l u m e v m h
n u o t s o r z c t
d c o u r s e d z m

92
B. Core Words
Thesaurus: is a kind of dictionary in which synonyms, antonyms, and
other related words are classified under headings.

Use the words below to create your own mini thesaurus.

ancient triumph rapt

smeared provokes immune

ultimate Holi

modestly ritual

Example:

Entry word- Ancient: having lived or existed for a long time.

Synonyms-old, aged, elderly, primitive
Origin- Latin word ante meaning 'before.'
Antonyms-new, modern, present, current, recent

C. Practice Sentences
Read the text using the tone required.

“The music is fast-paced and provokes dancing, and the Chowtal

songs are sung rather loudly and are high pitched. Together
they produce a rich cultural blend of talents and skills.” She
continued to tell the story.

93
 Let us Read

Sabrina Chindu is a very beautiful and special ten-year-old who lives in

Trinidad and Tobago. As her family and friends call her, Sabi loves to
paint, colour, and tell stories. Her favourite story ever told was that
of the Phagwah celebrations in her country.

The festival of Holi is ancient in its origin. It celebrates an ultimate

triumph of the ‘good’ over the ‘evil.’

It was storytelling time in Sabrina’s class, and Mr. Akbar, her class
teacher, invited her to tell them her favourite story. Sabrina was so
excited as telling stories was one of the things she enjoyed doing. All
the children gathered around with various facial expressions and rapt
attention as they listened to Sabi.

“Our story today is about a celebration called ‘Holi.’ Holi is celebrated

94
in the latter part of the month of Phalgun and the early part of
Chaitra, in the Hindu calendar. These correspond to the English
months of March-April. In Trinidad, around the year 1845, this
festival was first celebrated. The Hindus, who came from Bihar in
India as indentured labourers on the sugar plantations, brought this
festival and have celebrated it for the last 156 years,” she told them.
“Wow!” expressed a few of her friends. “So, the only difference
between Phagwah and Holi is the name?” asked a brilliant pupil. “Yes!”
Sabrina responded and quickly brought their attention back to the
story. “This festival of colours is celebrated with songs, music, and
dances. A variety of water colours are mixed and sprayed on those
who participate in the celebrations. Matching coloured powder is also
smeared on their bodies."

"The festival was observed very modestly in the early days. However,
today it is celebrated at a national level, in a grand style throughout
Trinidad. Chowtal, a special type of folk song, is sung during the
festival, and the music is usually played with only two instruments.
The dholak (a hand drum) and the majeera (cymbals or percussion
instruments) are the only two instruments used.” “These are the
instruments Sabrina spoke about,” Mr. Akbar said as he displayed two
pictures to the class.

“The music is fast- paced and provokes dancing, and the Chowtal songs
are sung rather loudly and are high pitched. Together, they produce
a rich cultural blend of talents and skills.” she continued to tell the

story.

“Now, the word Holi came from the Sanskrit word Holka meaning
parched grains. The celebration itself was called Holka Utsow. The
Hindus used the parched grains to perform Hawan (a fire ritual). The

95
Vibhuti (sacred ashes), obtained from this ritual, was smeared on the
foreheads of those who participated in the ritual to keep away evil.
This Vibhuti was called Bhumi Hari and is now called Bhum Hari.

The name of the festival came from the name of the wicked Holika.
According to legend, an evil king had a good son, Prince Prahalad, who
the gods sent to deliver the land from the king’s cruelty. Holika, the
king’s sister, decided to kill the prince with fire. Believing she was
immune to fire, she held the child in her lap and sat in flames. But
Lord Krishna stepped in to save Prahalad, and Holika was left in the
fire and burned to death. On the night before the festival, images of
Holika are burned on huge bonfires, drums pound, horns blow, and people
whoop. Here ends the story of Holi.” Sabrina was now very thirsty,
and her friends cheered in excitement, hugging and kissing her.

Mr. Akbar concluded the storytelling period by pointing out the moral
of good over evil. “The story of Prahalad demonstrated how a sinner
got burnt in the heat of her sins. Prahalad was the son of an evil king.
This king tried desperately to destroy this little boy and ended up
killing his evil sister, Holika. So, we must do good at all times.”

96
 AFTER READING
FRIEND BLUE
CRICKET SCHOOL
WRITE TEACHER

D. Story Wrap Up
Content Clues: To find clues to unlock the meaning of an unknown word,
look in the text surrounding the word for the following:

1. A synonym for the word

2. An antonym for the word

3. Information given about the word

4. A definition of the word

⚫ Read each sentence. Underline the context clues that help you
understand the meaning of the underlined word. Write the type of
clue it is.

Example

In the early days, the Hindus observed the festival very modestly.

Today it is celebrated in a grand style.

Type of Clue: an antonym - grand

1. A variety of cooter colours are mixed and sprayed on all those

who participated in the celebrations.
Type of Clue:
2. Holi, a Hindu Spring festival, is celebrated in March or April.
Type of Clue:
3. A special type of folk song called Chowtal is sung during the
festival.
Type of Clue:
97
E. Co-operative Activity
Work in groups of 3’s to research names of the months in the Hindu
calendar.

Example:

Eflish Hindu

March Phalgun

Complete the chart below

Hindu Hindu
English months English months
months of Months of
of the year of the year
the year the year
January July
February August
March September
April October
May November
June December

98
F. One Minute Handwriting
Copy the sentence using the script and cursive forms of writing

Sabrina used the blue bucket to mix the water

colours for the celebrations.

______________________________________

______________________________________

Sabrina used the blue bucket to mix the

water colours for the celebrations.
______________________________________

______________________________________

G. Creative Writing
Write a brief television news report about the festival of Holi.

⚫ Make your headline eye-catching

⚫ Read your report to your classmates and teacher

H. Home-School Link
With your family, choose two National festivals, then compare and
contrast them.

Show the information obtained on a graph.

99
 Festiv
al 1

Festival 2

I. Bonus (Integration)
Poetry: Compose a poem to describe the festival of Holi.

Social Studies: Select ten (10) objects in your class and research the
Hindi name for them.

Example: lead pencil- kalam

J. Coming Attraction
⚫ Have you ever participated in fasting?

⚫ How can fasting help you?

⚫ Read and learn more about fasting.

100
 UNIT 13
Ramadan
BEFORE READING

A. Word Walk
Syllabication

Divide these words into their syllables. One is done for you.

Ramadan Ra-ma-dan

Important Abraham

Muslim Sacrifice

Sunrise Festivals

Celebrate Pilgrimage

101
B. Core Words
Arrange t he words below in alphabetical order
1. encourage required briefly neighbour
2. sacrifices pilgrimage phases obedient
3. month memory Mecca Muslims
4. briefly fasting servant festivals

C. Practice Sentences
⚫ Read the sentence using the tone required.

⚫ Read them fluently.

God had asked Abraham to offer his son Ishmael as a sacrifice,

to show his devotion to God. Although Abraham loved his son very
much, he was prepared to do as God asked. Today, Muslims pray and
offer sacrifices in memory of the sacrifice of Ishmael.

Let us Read

Traven Ali is always excited at this time of the year. He is a Muslim.

The most important time of the year for Muslims is Ramadan. Ramadan
is not held at the same time every year because Muslims count their
months from phases of the moon, which change from year to year.
Traven is required to fast for one month each year. During the fast,
he does not eat or drink between sunrise and sunset. But, early in the
morning and in the evening, he is allowed to eat. Fasting is supposed to
encourage good thoughts and kind acts.

102
At the end of the fasting month, Traven Ali celebrates a day known
as “Eid.” Muslims prepare special foods on the day of Eid, and they
feast with their friends and neighbours. Muslims can afford to
make a pilgrimage to Mecca, their holy city, at least once during their
lifetime. Traven briefly tells his friends about Mecca.

“Mecca lies on the Red Sea. There, Muslims pray and offer sacrifices
in memory of the sacrifice of Ishmael. God had asked Abraham to
offer his son Ishmael as a sacrifice, to show his devotion to God.
Although Abraham loved his son very much, he was prepared to do as
God asked. Just as he was about to kill his son, God stopped him and
told him that he was an obedient servant. Because of his obedience,
God gave him a ram to sacrifice instead of his son.”

Muslims remember this when they make small sacrifices, and some
of them kill goats and cows and share the meat with their friends
and families. Muslims also have other festivals of “Eid,” each with a
different meaning. Traven and his friends enjoy this time of the
year best.

103
 AFTER READING
FRIEND BLUE
CRICKET SCHOOL
WRITE TEACHER

D. Story Wrap Up
Fill in the circles to retell what happened in the story.

Ramadan

E. Co-operative Activity
Make a Scrapbook 18” x 12”

⚫ Place children in groups of 8.

⚫ Identify a group leader.

Task:

⚫ Say what is the process of Ramadan.

⚫ Depict the celebration of Ramadan using cut-outs of pictures.

⚫ Describe what happens during a sacrifice.

104
E. One Minute Handwriting
Copy the sentence using the script and cursive forms of writing.

Traven briefly tells his friends about Mecca.

______________________________________

Traven briefly tells his friends about Mecca.

______________________________________

F. Creative Writing
Write a paragraph to show the similarities between Ramadan and
Easter.

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

105
G. H. Home-School Link
⚫ Find out from your parents the similarities and differences between
Ramadan and Christmas, and Ramadan and Diwali.

⚫ Share your findings with your classmates.

H. I. Bonus (Integration)
Social Studies: Use a map of the world and locate Mecca on the Red
Sea.

Language Arts: List at least two other celebrations observed by

Muslims.

HFLE: God asked Abraham to give up his son. How would you react if
someone asks you to give up your favourite toy?

I. Coming Attraction

⚫ Have you ever seen a kite flying in the night? Look out for the boy

who flew his kite in the night. Can you imagine this? Have you ever

done this?

106
 UNIT 14
The Night Kite
BEFORE READING

A. Word Walk
Word families are groups of words with a common feature or pattern.
They have some of the same combinations of letters in them and a
similar sound. For example, at, cat, hat, and fat are a family of words
with the “ at” sound and letter combination in common.
Make word families by adding onsets to the following rimes.

ade ark itch

_____________________ _____________________ _____________________

_____________________ _____________________ _____________________

_____________________ _____________________ _____________________

_____________________ _____________________ _____________________

107
B. Core Words
Look at the following words. Identify the words with blend sounds and
circle the blends.

Christoff strange twine sweeps

preferred friends thought

pitched flying shift

C. Practice Sentences
Read the sentence using the tone required.

He could see them as they approached but they did not see him.
When they were directly under the light and saw what it was, they
looked at each other and laughed.

Let us Read

Everyone thought Christoff was an odd boy. You will think so too
after you have read this story. Christoff liked to play with friends
after school, but he preferred to be alone under the shade of any
tree, reading fairy tales or just daydreaming. But there was one
activity that he enjoyed, like his companions, that was flying a kite.

One day, when he was flying his kite, he thought to himself, “I wonder
if anyone has ever tried to fly a kite at night. It seems to me it

108
would be nice. But then, if it were very dark, the kite would not be
seen. What if I should fasten a light to it, though? That would make
it show.

I think I’ll try it this very night.”

As soon as it was dark, without

saying a word to anyone, Christoff
took his kite and torch and went
to a large, open field. The field
w a s about a quarter of a mile
from where he lived. “Well,” he
thought, “this is strange. How
lonely and still it seems without
any other boys around! But I am
going to fly my kite nevertheless.”
So, he tied the make-shift torch,
made of tin, punched with tiny holes,
to the tail of his kite. Then,
he pitched the kite and, after
several attempts, succeeded in
making it rise.

Up it went, higher and higher, as Christoff let out the twine. When
the twine was all unwound, he tied it to a fence nearby and then stood
in amazement at his lit kite floated high up in the air.

While Christoff was enjoying his sport, some people who stood out
on the street in the village saw a strange light in the sky. They
gathered in groups to watch it. Now, it was still for a few seconds;
then it seemed to be jumping up and down; then it made long sweeps
back and forth through the air.

109
“What can it be?” asked one person. “How strange,” said another. “It
cannot be a comet because comets have tails,” said a third. “Perhaps, it’s a
big firefly or satellite,” said another. At last, someone decided to enquire
what this strange light was-whether it was a hobgoblin dancing in the air
or something dropped from the sky. A few brave onlookers worked
their way closer and closer, as close to it as they could.

While this was taking place, Christoff, who had gotten tired of
standing, was now seated in the corner of a fence behind a tree. He
could see them as they approached, but they did not see him. When
they were directly under the light and saw what it was, they looked
at each other and laughingly said, “This has to be some boy’s trick, and
it has fooled us nicely. Let us keep the secret and have our share of
the joke.” They laughed again and went back to the village. Some of
the people there had not yet found out what that strange light was.

When the onlookers had gone, Christoff thought it was time for him
to go too, so he wound up his twine, picked up his kite and home-made
torch, and went home. His mother had been wondering what had become
of him. When she heard what he had been doing, she didn’t know whether
to laugh or scold him. But, I think she laughed and told him that it was
time for him to go to bed.

110
 AFTER READING
FRIEND BLUE
CRICKET SCHOOL
WRITE TEACHER

D. Story Wrap Up
⚫ Reread paragraphs 4 and 5.

What did the members of the community observe?

___________________________________________________

What were some of the predictions they made before their discovery?

___________________________________________________

E. Co-operative Activity
Kite Magnets

Materials:

Scissors, markers, 5” by 4” rectangular coloured cardboard, 8

lengths of thin cloth, 2¼ by ½ inch self-stick magnet strips, and
6 heart stickers.

Directions:

⚫ Cut the cardboard into a diamond shape.

⚫ Write a message on the cardboard.

⚫ Place the ribbon on the centre back of the kite so that it trails down
like a tail.

⚫ Decorate both sides of the tail with heart stickers, placing them
back to back.

111
F. One Minute Handwriting
Copy the sentence using the script and cursive forms of writing.

They gathered in groups to watch it.

______________________________________

They gathered in groups to watch it.

______________________________________

G. Creative Writing
⚫ Create a web to explaining the steps in making a kite.

⚫ Using the ideas on the web, write a paragraph on kite making.

112
H. Home-School Link
⚫ With the assistance of a family member or on your own, design a
small kite you would like to have.

⚫ Take the kite to school on the day your teacher chooses to go kite
flying.

I. Bonus (Integration)
HFLE: Your entire class is going kite flying, but your friend John has
no kite to take with him, so he is sad. What can you do to make him
happy?

Mathematics: Identify three different shapes of kites you have

seen before and name the plane/solid shape it resembles.

Art/Craft: Draw or design an unusual kite, one that you have never
seen before.

J. Coming Attraction
⚫ We can identify our country by its Landmarks.

⚫ Have you ever heard of the magnificent Kaieteur Falls?

⚫ Read about it as you move further in the reader.

113
UNIT 15
Kaieteur Falls
BEFORE READING

A. Word Walk
Sound Replacement

Pronounce the rimes ‘oud’ and ‘ark.’

Add onset to the rime to create words.

oud ark
Example loud park
________oud ________ark
________oud ________ark
________oud ________ark
________oud ________ark

B. Core Words
Game: Pronounce and match.
⚫ Create word cards using the words on the game board. Play with 2,
3, or 4 players.

⚫ Each player picks one row on the game board. Player 1 goes first.

114
⚫ Pick a word card from the top of the pile.

⚫ If you have the word in your row, pronounce it, and then cover it
with your word card.

⚫ The first player to cover all the cards in the row wins the game.

Game Board
Player 1 world premier territory Potaro
Player 2 tribe majestic Essequibo gorge
Player 3 great splendor Kaieteur Flora
Player 4 major appease endangered fauna

C. Practice Sentences
Read the sentence using the tone required. Underline the words
functioning as adjectives in the sentences.

The majestic waterfall is located on the Potaro River. Flora and

Fauna help to form part of the natural scenery. Kai was one of the
great Patamona Chiefs.

Let us Read

A visit to Region Eight Potaro Siparuni is not complete if you have not
visited and experienced the world-famous Kaieteur Falls. It is without
question the premier tourist attraction in Guyana.

Kaieteur Falls is the highest and most beautiful waterfall located

on the Potaro River in the Kaieteur National Park, Central Essequibo
Territory, Guyana.

115
 Kaieteur Falls is the most famous landmark and drops 240 meters
into a deep gorge in the Potaro River.
This majestic waterfall is almost five times as high as the Niagara
Falls in North America. It was discovered by a surveyor, Charles
Barrington Brown, in 1870.

116
 Amerindian legend has it that Kai, one of the great Patamona chiefs,
committed self-sacrifice by paddling his canoe over the falls to appease
Makonaima, the Great Spirit, to save his tribe from the savage Caribisi
tribe. This folklore has served as the basis for the legend of Kaieteur,
which is world-renowned.
In 1929, an area of the Potaro River, including the Kaieteur Falls,
was designated as a National park. The Kaieteur National Park was
established principally for preserving the natural scenery and the area’s
fauna and flora. The park was the first protected area established in
South America.
The Kaieteur Falls is at the center of Guyana’s rainforest, which
is home to a host of rare and endangered species, as well as unique
landscapes and forest types.
There are frequent flights between the fall’s airstrip and Eugene
F. Correia International Airport, and the Cheddi Jagan International
Airport in Guyana.
The splendor of the Kaieteur Falls has made it a landmark that all
Guyanese are proud of and serves as a major tourist attraction.

117
 AFTER READING
FRIEND BLUE
CRICKET SCHOOL
WRITE TEACHER

D. Story Wrap Up
Facts and Opinion
⚫ A statement of fact can be proven true or false.

⚫ A statement of opinion tells what someone thinks or feels.

Complete the chart below based on the story “Kaieteur Falls.”

Can it be
Statements Fact Opinion
proven

The Kaieteur
National Park was
the first protected Yes ✔
area established in
South America.

The splendor of the

Kaieteur Falls has
made it a landmark.

There are frequent

flights between
the fall’s airstrip
and Eugene F.
Correia International
Airport.

118
A visit to region
eight is not complete
if you have not
visited the Kaieteur
Falls.

E. Co-operative Activity
⚫ Work in groups to collect pictures of rare and endangered species
found in Guyana.

⚫ Compile pictures collected into a scrapbook.

F. One Minute Handwriting

Copy the sentence using the script and cursive forms of writing.

Unique landscapes and endangered species are found

at the Kaieteur National Park.

______________________________________

______________________________________

Unique landscapes and endangered species

are found at the Kaieteur National Park.
______________________________________

______________________________________

119
G. Creative Writing
Pretend you are a tour guide; fill out this information card to share
with tourists visiting the Kaieteur Falls.

Landmark :
Location :
Description :
Who discovered the :
landmark
Height of the falls :
Climate :

H. Home-School Link
⚫ Identify a landmark in your community.

⚫ Organise with your family a visit to this landmark.

⚫ Remember to take notes and pictures of the landmark to share with

your teacher and classmate.

I. Bonus (Integration)
Social Studies: On a map of Guyana, insert the following falls:

⚫ Kaieteur ⚫ Kanami ⚫ Orinduik ⚫ Sakaika

Art and Craft: Collect pictures of famous landmarks found in the

Caribbean. Make a scrapbook.

120
J. Coming Attraction
How would you feel if someone planned a special party for you? What
are some of the things you would like to happen at your special party?

121
UNIT 16
A Gifted Child’s Birthday Party
BEFORE READING

A. Word Walk
Make your way to the top of the stairs by pronouncing each sight word.

Great
job!
special
effort
since
gather
never
about
You did
Start
it!
especially
included
agreed
picture
would
done
Start

122
B. Core Words
Pronounce these words.

normal demonstration unusual

minute awesome dimensions

obviously enthusiasm

included impressed

Complete the table below using the words above. Use your
dictionary to help you.

Word Meaning Sentence

normal Conforming what is His temperature is

standard or typical well above normal.

unusual Strange or We saw an unusual

exceptional creature in the pond.

dimensions

enthusiasm

123
C. Practice Sentences
Homographs are words that are spelled the same but have different
meanings and may be pronounced differently.

1. Minute (min/ute) a unit of time equal to sixty seconds.

2. Minute (mi/nute) very small; tiny.

Write (1) or (2) to tell how minute is used in each sentence. Use
the meanings above to guide you.

Read the sentences using the tone required.

a. The jeweler found a minute crack in the stone. ________

b. The runner finished the race in exactly one minute. _ ___

c. A minute crumb would make a meal for some insects. _ __

d. The rules allow one minute for you to answer. _________

124
 Let us Read

Ever since he was two years old, Jared has had a passion for electronic
devices. Jared, who has autism, attends Swift Primary School. Jared
was never into normal toys. His mother, Gloria, said that he would turn
eleven years over the weekend. Ms. Gloria has planned a special birthday
party that includes close friends, family, and a cell phone salesman.

Ms. Gloria visited the manager of Gizmos and Gadgets. She wanted
to make her son’s birthday special. She explained to the manager how
obsessed her son is with cell phones. Ms. Gloria explained that he
spends hours watching videos about different cell phones, especially
his favorite, “Life’s Good” LG.

"I want one of your salesmen to demonstrate the various features of

the LG cellphone for his birthday. In fact, I am getting a birthday
cake that looks like a cell phone. I know that getting this demonstration
done would be just so awesome, and it would warm my heart to see him

125
so excited to experience it," said Ms. Gloria. The manager agreed to
make Jared’s dream come true.

On the day of the birthday party, the salesman from Gizmos and
Gadgets performed the cell phone demonstration. Jared assisted
with the demonstration. He told everyone about the dimensions and
battery capacity of the cell phone. The salesman presented Jared with
a basketball and a jersey with a picture of an LG cell phone. Mike, the
salesman, said he had been selling cell phones for over twenty years
and was impressed with Jared’s knowledge and enthusiasm about cell
phones.

The big surprise came when Mike presented Jared with a brand new
‘LG’ cell phone. There was not a dry eye at the party as Jared’s eyes lit
up like flaming candles.

Jared’s friends gathered around as the gifted child began his own
demonstration; his mother was overjoyed.

126
 AFTER READING
FRIEND BLUE
CRICKET SCHOOL
WRITE TEACHER

D. Story Wrap Up
Re-read the story “A Gifted Child’s Birthday Party” and then answer
the questions below

1. How would you describe Jared?

2. Why was the salesman invited to the party?

3. In your opinion, did Jared’s mother achieve her goal to make

the party special? Why or why not?

4. Give one example of a statement of fact in the story.

E. Co-operative Activity
You and two of your friends have created an unusual clock. Explain how
it works. Use words from the core words list above.

127
F. One Minute Handwriting
Copy the sentence using the script and cursive forms of writing.

The manager of Gizmos and Gadgets agreed to help

Ms. Gloria.

______________________________________

The manager of Gizmos and Gadgets

agreed to help Ms. Gloria.
______________________________________

G. Creative Writing
Here is an invitation to a birthday party. Fill in the missing information.

128
H. Home-School Link
⚫ Ask your parents to help you conduct a research on autism.

⚫ Make a chart and display it in your classroom.

I. Bonus (Integration)
Mathematics
Lollipop $40 Toffee $35 Chewing gum $20

For Jared’s birthday party, Ms. Gloria purchased one dozen toffees,
two scores of lollipops, and one and a half dozen chewing gums. How
much did she pay for these items?

Health and Family Life Education

You are asked by your father to invite 12 of your friends to your
birthday party. Identify five qualities your friends need to have before
you select them to attend your party.

Art & Craft

Make a friendship card or a friendship bracelet for a friend.

J. Coming Attraction
Have you ever visited the dentist? What is the job of a dentist? Read
about Ayesha’s visit to the dentist.

129
UNIT 17
The Dentist
BEFORE READING

A. Word Walk
Word Chain-Where one word stops, another word begins. Study the
chain carefully, then circle the words you find.

130
B. Core Words
Breaking the Code
Use the code bar below to find new words. Write the word that the
code represents.

a b c d e f g h i j k I
1 2 3 4 5 6 7 8 9 10 11 12

m n o p q r s t u v w
13 14 15 16 17 18 19 20 21 22 23

1. 5, 14, 1, 13, 5, 12 _ _____________________

2. 8, 21, 18, 20, 19 _ _____________________

3. 20, 5, 5, 20, 8 _ _____________________

4. 7, 18, 15, 15, 22, 5, 19 _ _____________________

5. 2, 5, 20 ,23, 5, 5, 14 _ _____________________

6. 3, 1, 22, 9, 20, 9, 5, 19 _ _____________________

C. Practice Sentences
Read the sentences using the tone required.

It was her turn to see the dentist now. “Ah! Ah!” she cried, even as
the dentist examined the tooth. “Not bad,” said the dentist.

131
 Let us Read

My Tooth Hurts
A sharp pain woke Ayesha very early one morning. It was so unbearable;
she ran frantically to her dad and cried uncontrollably.

“What’s the matter Ayesha?” asked dad. “My tooth hurts,” she cried
in reply. “Let’s have a look,” he said. Ayesha’s dad took one look at the
tooth and said, “I must take you to the dentist immediately.”

On their way to the dentist, dad explained to Ayesha what causes

toothaches. “A tooth starts to ache when the nerve is irritated. This
irritation can cause cavities when untreated. Cavities are permanently
damaged areas formed in the enamel of your teeth. Cavities, also known
as tooth decay or caries, can result from consuming too many sweets
or not taking care of your teeth.” Ayesha was silent as a lamb as she
remembered the countless times her mother and Ms. Liverpool, her
class teacher, had warned her about taking good care of her teeth.

“Oh, dad, I do try to care for my teeth,” said Ayesha in pain. “I know,
my dear Ayesha, caries usually begin in the grooves of our molars,
between teeth, and around the gum. These are all the areas where food
particles can be stuck after we have eaten,” dad further explained.

“I will have to try harder,” said Ayesha. “Yes!” said dad, “because caries
is smart.” Ayesha smiled. Her dad was such a wonderful person who
knew how to make her forget the pain.

At the dentist’s office, Ayesha learned that bacteria are always

present in the mouth, and they feed on the tiny food particles left in
the mouth after eating. As they feed, they produce acids that work

132
slowly to breakdown the enamel of the teeth and create cavities. If
the cavity is not caught early, it can lead to a toothache.

It was her turn to see the dentist now. “Ah! Ah!” she cried, even as the
dentist examined the tooth. “Not bad,” said the dentist. “We may just
need to clean them thoroughly and use some mouth wash regularly.”
Upon hearing the dentist’s report, Ayesha was excited.

After listening to the dentist and remembering what her dad said to
her on their way to the dentist’s office, she is more convinced that it
is important to take care of her teeth. “I will be very careful to brush
my teeth after every meal,” Ayesha promised the dentist.

133
 AFTER READING
FRIEND BLUE
CRICKET SCHOOL
WRITE TEACHER

D. Story Wrap Up
Identify and record the main sentence for each paragraph

Paragraph 1

Paragraph 2

Paragraph 3

Paragraph 4

E. Co-operative Activity
Pretend you are a dentist.

Use a pair of gloves to check your friend’s mouth for caries.

Count the number of teeth you see.

Record and discuss your findings with your friend.

134
F. One Minute Handwriting
Copy the sentence using the script and cursive forms of writing.

This irritation can cause cavities when untreated.

______________________________________

This irritation can cause cavities when

untreated.
______________________________________

G. Creative Writing
Complete the story map below.

Main
Setting: Theme:
Character:

My Tooth Hurts

Plot: Action
of the main
character:

135
H. Home-School Link
⚫ Cut and paste a picture of a molar in your book.

⚫ Name some home remedies that you can use to ease a toothache.

I. Bonus (Integration)
Science: Name the types of teeth.

Language Arts: Write a paragraph advising a friend on how to care for

his/her teeth.

Mathematics: Create a bar graph to show the difference between the

total number of adult teeth and child’s teeth.

J. Coming Attraction
Young people are called ‘youths.’ Youth week is celebrated in May.

Find out more about youths and youth week in the next story.

136
 UNIT 18
OUTINGS
BEFORE READING

A. Word Walk
Pronounce the words in the table below. Write the past tense of the
words using ed/d.

Present Tense Past Tense

observe observed
remind reminded
elect
develop
empower
explain
nominate
improve
promise
place
thank
discuss

137
B. Core Words
Pronounce the words twice, then complete the chart below

Word Meaning Sentence

virtuous

ballot

candidate

exemplary

massive

imagination

debates

C. Practice Sentences
Read the sentences using the tone required. Select an antonym to
replace the underlined words.

1. It is a very momentous day in Mrs. Chandler’s sixth-grade class.

(a) important (c) serious

(b) insignificant (d) significant

2. The children nominated Carlos. He was very smart and well man-
nered.

(a) condemn (c) selected

(b) named (d) choose

138
3. Young people are the ones with imagination and great passion to
propel.

(a) push (c) impel

(b) drive (d) discourage

Let us Read

Youth Week Project

Youth week is ritually observed at St. Mary’s Primary School with
educational tours, exhibitions, cultural festivals, debates, forming
committees, and sports contests.

Young people are the ones with the imagination and great passion to
propel change. Ms. Richards had reminded the eight hundred and four
pupils at the youth week rally to participate in the week of activities
planned to help them lead successful lives.

It is a very momentous day in Ms. Chandler’s sixth-grade class. Today,

the children would have their premier election for a class leader as
part of the school’s youth auditions.

“Being a class leader is an important job,” said Ms. Chandler.

The class leader will do many things. Last year, our class leader was
Shamal Bankey. Shamal had asked the rest of the sixth graders to help
the grade one children develop their reading skills. She had successfully
formed the youth group “Empowering our youths through literacy.”

139
The children were excited about the election. Many children desired
to be the class leader. Ms. Chandler explained, “Being a class leader
can be fun, but it is a massive responsibility. Sometimes the class
leader has to stay after school to make sure projects are done. The
class leader has to be an exemplary pupil and a good leader." Deshanna
asked, “Should we raise our hands to show we want a specific person to
be the class leader?”

“Many children can nominate the same person to be the class leader,”
said Ms. Chandler. “What if one candidate is my friend, but I want to
pick a different candidate for the class leader. If my friend knows I
voted for someone else, he may not want to be my friend anymore,"
said Tammy.

Ms. Chandler wrote on the chalkboard the words ‘secret ballot’. She
further explained that when you vote for your class leader, it is personal

140
and private. The children nominated Carlos; he was very smart and
well mannered. He always followed the rules and was an excellent class
leader in grade four. They also nominated Tanisha; she asked many
questions in discussions and paid attention in class. Every morning she
ensures the top-flat is free of litter. Last year, she spoke to the pupils
at one of the youth week activities about the dangers of littering and
created an Environmental Club.

This club continues to educate and support the litter-free goal of St.
Mary’s Primary School.

Ms. Chandler announced that it was time to vote. The children wrote
the name of the person they selected on a piece of paper and placed it
in the ballot box.

Ms. Chandler counted the votes; the results read, Carlos ten votes;
Tanisha thirteen votes-Tanisha became the newly elected class leader.

Tanisha thanked her classmates for selecting her as class leader and
promised to make a difference as a youth leader. She also promised to
use the opportunity given to her to encourage youths to improve their
lives and society.

141
 AFTER READING
FRIEND BLUE
CRICKET SCHOOL
WRITE TEACHER

D. Story Wrap Up
⚫ The main idea is the most important idea about the story.

⚫ Details are small pieces of information that tell more about the
main idea.

Answer the questions about the story ‘Youth Week Project’.

1. Retell the story.

2. What is the most important or main idea of the story?

3. What is one important detail that tells you more about the main
idea?

4. Write a summary of the story.

142
E. Co-operative Activity
Your class is supporting Carlos for President of the Youth Club. Work
in groups to prepare posters encouraging pupils to vote for Carlos.

Vote For
Carlos Smith
President of the Youth Club

F. One Minute Handwriting

Copy the sentence using the script and cursive forms of writing.

The children nominated Carlos; he was very smart

and well mannered.

_________________________________________

_________________________________________

The children nominated Carlos; he was

very smart and well mannered.
_________________________________________

143
G. Creative Writing
You have been elected as the president of the Youth Club. Write a
brief acceptance speech.

When writing your speech remember to:

⚫ share plans for the club.

⚫ state your commitment to the club.

⚫ express your gratitude for the support given.

H. Home-School Link
Conduct a survey in your community to obtain information on the number
of youth clubs in your community.

Display your information on the chart below

Name of the Club The Club Motto

Purple Arts Drama Club ‘Life is like a play. It is not the
length but the excellence of
acting that matters.’

144
I. Bonus (Integration)
Science: Help improve your school environment by planting flowers.

Collect plastic bottles and submit them to the recycling centre.

Art & Craft: Create identification cards for the members of the
Purple Arts Drama Club.

Name: Myesha Rutherford

Level: Beginners

Instructor: Simone Dowling

Mathematics: In a school of 800 pupils, 740 ballot papers were

counted, 12 were spoilt votes:

⚫ How many pupils did not vote?

⚫ What fraction of the pupils did not vote?

J. Coming Attraction
Everyone loves a good wedding; lots of food, cleaning, and laughter.
Take a journey with Willow to a spectacular wedding in the next unit.

145
UNIT 19
WEDDING
BEFORE READING

A. Word Walk
Read these words

Select the antonyms for the word in the centre.

limited enormous fresh modern

great recent
extreme vast new past

twin parallel adore detest

similar enjoy
alien same relish appreciate

obscure recognise unruly disorderly

famous rowdy
noted important rebellious manageable

146
B. Core Words
Knowing the meanings of these words is important for reading 'The
Wedding Experience.'

Make sentences using ALL the words below.

caterers delicacies
horrendous exception
autonomous traditional
exuberance Mediterranean
karaoke

C. Practice Sentences
Read the sentences using the tone required.

Everyone loves a good wedding. Yes, we all do, and Willow is no

exception. He has been to many weddings in his native Guyana, and
he usually has a great time. Willow has also been to a few abroad,
including the Caribbean and Spain, most recently to the mountain of
Sardinia Mountain.

Let us Read

Everybody loves a good wedding. Yes, we all do, and Willow is no

exception. He has been to many weddings in his native Guyana, and
he usually has a great time. Willow has also been to a few weddings
abroad, including the Caribbean and Spain, and most recently to one
in Sardinia's Mountain. Sardinia is the second-largest island in the
Mediterranean Sea and an autonomous region of Italy.

147
No two weddings are ever the same, but Willow enjoyed this one
because it was very similar to the wedding ceremonies he had attended
in the past and it had some pleasant differences.

First, the two families spent at least three weeks before the big day
preparing all the food, from wonderful home-made delicacies to simple
traditional loaves of bread and kinds of pasta. In his experience, in
native Guyana, that responsibility is left to the caterers!

In the weeks before the wedding, there is a dinner or celebration every

day. Willow is familiar with the traditional bachelor and bachelorette
party, but this wedding was more family oriented and certainly a little
less rowdy. This particular ceremony was in a beautiful country church,
and afterward, the couple went to the reception in a beautifully
decorated Fiat 500, with a string of cans trailing. This act, too, is
practiced in some parts of his home country.

The reception itself was also very similar, until he realized that the
seven tables in the hall each sat sixty guests, an average number for
Sardinia, but would be considered a huge wedding back home.

The wine flowed, as did the chatter - the famous Italian exuberance
showing itself to the fullest. There were the five or six courses of
delicious food, and screaming children were running wild, the ceremonial
cutting of the cake by the bride and groom- but no speeches! Not a
single one.

In Guyana, it is traditional for both the bride and groom's parents to

propose a toast, followed by representatives of the bridal party and
finishing up with that of the groom. Generally, the groom's toast shows
appreciation to all who supported him and his wife, but the groom was
spared that particular discomfort at this reception.

148
Instead, there was a delightful custom which he had never seen before,
in which six or seven of the male guests go around the hall banging
trays, drums, pots, pans, or anything that makes a horrendous noise.

They are selling pieces of the groom's tie, which they had cut into tiny
bits. The money raised is then given to the happily married couple to
help them set up their new life together. This practice seemed nice.

Finally, the evening saw a lot of traditional dancing, a little disco dancing,
and some karaoke. He liked the karaoke, and the wedding ceremony
and reception were enjoyable. He can't wait for the next one.

AFTER READING
FRIEND BLUE
CRICKET SCHOOL
WRITE TEACHER

D. Story Wrap Up
Re-read the story 'The Wedding Experience,' then answer the
questions carefully.

1. What is the author's purpose for writing the story?

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

2. How do you know that this is the author's purpose?

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

149
 3. Did the author meet his purpose successfully? Why do you feel
this way?

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

4. Write a summary of the story in one or two sentences

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

150
E. Co-operative Activity
WEDDING PLANNERS

You are a wedding planner, and the Stephens' and Bacchus’ families
have asked you to plan their children's wedding. In groups of four,
prepare a portfolio of your work as a wedding planner to present to
the families

Your portfolio must include:

PORTFOLIO

Invitations :

Venues :

Meals/Beverages :

Decorations :

Tokens :

Music :

151
F. One Minute Handwriting
Copy the sentence using the script and cursive forms of writing.

They are selling pieces of the groom's tie, which

they had cut into tiny bits.

__________________________________________

They are selling pieces of the groom's tie,

which they had cut into tiny bits.
__________________________________________

G. Creative Writing
Think of what you know about weddings through personal experience,
films, or books you have read. Write a paragraph describing the sight
sounds and smells someone might experience at a wedding.

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

152
H. Home-School Link
Enjoy creating an advertisement with your family members. The
advertisement must advertise something your family might sell or rent
for parties, weddings, or graduation.

Be sure to tell:

⚫ What is great about it

⚫ What it costs

⚫ How and where to get it

I. Bonus (Integration)
Vocabulary- Gender: Create a mini-book on gender.

Note: Must include pictures

Oral Expression: A noted educator is coming to your school to speak

at your general assembly. You have to introduce the speaker to the
pupils. Write a speech you will give to introduce the speaker. Read your
speech to the class.

J. Coming Attraction
Have you ever taken part in a play? Do you like plays? Would you like to
become a play writer? Read all about 'The Play' in the next unit.

153
UNIT 20
CLOSING EXERCISE
A. Word Walk
Long Vowel Sounds
Read each word carefully. Write 'e' if the 'y' makes the long 'e' sound,
as in 'story,' and I if the 'y' makes the long I sound, as in 'sky.'

daisy fly happy jelly

buy family windy shy

B. Core Words
An adjective is a word or set of words that modifies (i.e., describes) a
noun or pronoun. Adjectives may come before the word they modify.
Example- That is a cute puppy.

Adjectives may also follow the word they modify. Example- That puppy
looks cute.

154
Write an adjective to complete the phrases below.

1. _________ princess 4. _________ news

2. _________ job 5. _________ bouquet

3. _________ performance 6. _________ weeks

C. Practice Sentences
Rearrange these words to make a sentence. Read the sentences
using the tone required.
1. performance audience The loved that

2. on school This production another putting year the will be

3. news ran She home share with family her the good to

4. practiced Abigail part the Daisy of Miss

Let us Read

Abigail was hoping to get the lead role in the upcoming school play. Last
year, she played the role of a princess in the school’s production of
"The Princess and the Pea." The audience loved that performance. She
received a roaring round of applause at the end of every performance.
This year, the school will be putting on a production called "Driving
Miss Daisy."

Abigail began to practice her lines four times a day for five weeks
before auditions. The week before the audition, Abigail began to
practice with two of her closest friends.

155
Abigail practiced the part of Miss Daisy, Mike practiced the role of
John, the driver, and Alma practiced the part of Teresa, the house
help. Every time they practiced, they performed better and better.

When the auditions started, Abigail did an excellent job! Her outstanding
performance won her the role of Miss Daisy. As soon as she learned
that she had gotten the part, she ran home to share the great news
with her family and continued practicing for opening night.

Abigail's family was incredibly proud of her. They told her if she
desires to be a winner again, it should be a priority and with consistent
practice, her talent will improve, making her wish come through. So,
encouraged by what her family told her, Abigail practiced and practiced
and practiced some more.

Now, the moment had finally arrived. It was the opening night of the
play. Abigail was nervous with excitement. The curtains drew and with
the lights shining in all their glory, she stepped out on stage along
with the other performers, and they acted; each in their roles. Abigail
was extraordinary in her performance; the audience applauded and
shouted unendingly. What a night it was for all the school. The play
was yet another success, and Abigail’s performance was exceptional,
and earned her a beautiful bouquet and a trophy for the performer of
the year. Her parents were once again very proud of her and the way
she performed.

156
 AFTER READING
FRIEND BLUE
CRICKET SCHOOL
WRITE TEACHER

D. Story Wrap Up
Complete the graphic organizer below. Write the main idea in the
center and four supporting details.

Supporting Supporting
Detail Detail
_____________ _____________
_____________ _____________
_______ ________

Main Idea
_____________
_____________
Supporting Supporting
Detail Detail
_____________ _____________
_____________ _____________
_______ ______

E. Co-operative Activity
Plan a competition for your school. Be sure to name the competition,
the persons to be involved, and the main objective.

157
F. One Minute Handwriting
Copy the sentence using the script and cursive forms of writing.

Abigail's family was incredibly proud of her.

______________________________________

Abigail''s family was incredibly proud of

her.
______________________________________

G. Creative Writing
Use the information you gathered in the graphic organizer to wrap up
the story. Write a paragraph about 'The Play.'

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

H. Home-School Link
Interview your parents or a family member about an activity they were
involved in at school when they were younger.

158
Record their responses in your book and share them with your
classmates.

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

I. Bonus (Integration)
Drama: Identify your favourite character in the story 'The Play' and
dramatize that character's role for your teacher and classmates.

J. Coming Attraction
Did you enjoy this reader?

Which are your favourite stories?

Look out for Readers 5 and 6.

159
 Word List

A baggage D
accentuated beautiful Demerara

activities blasted demonstration

adventure book dentist

alarm budge desire

already budget dimensions

amazement building dinner

answered buttons E

appeased candidate educate

athlete centuries electronics

atmosphere climates elephant

audience companions endangered

audition compliment enough

autonomous condition enthusiastic

awesome considered entire

B conversation especially

bachelorette countless exactly

bacteria cozy exception

160
experience immediately momentous

experiment immune moral

expression initiative mountain

extremely instruments N

F international naturally

facial J nomination

famous javelin numerous

fauna journey O

figure K obedient

fireside Kaieteur obsessed

forth kaleidoscope opponent

foul knuckle P

from L passion

G literacy patiently

gingerly M pattern

glanced majestic performed

grooves manager Phalgun

gyrating Mashramani phases

H memorized picnic

hurdler minivan piece

I modestly pilgrimage
imagination moment planet

161
practice spread uncontrollable

preferred squeeze unique

premier suddenly unusual

probably surface V

progressed surprise valuables

Q T videos

quiet territory villages

R thoroughly W
realized thread wagon

regions throwers whisper

required tiring Y

ritually tomorrow yesterday

rummage toothaches
S torch
sacrifice traditions
scientist treasure
secret triumph
secure trophy
servant troposphere
situations typically
society U
spectacular unbearable

162
 UNIT 1 CURRICULUM STANDARDS AND BENCHMARKS

Word Walk
1.1 Responds to sounds

1.12 Listens and repeats letter sounds

3.6 Segments the sounds in printed words

Core Words
2.17 Reads grade-level sight words in context and isolation

2.21 Reads in isolation as well as in context sight words appropriate

to the grade-level

3.1 Demonstrates an interest in learning new words

Practice Sentences
4.3 Reads and follows simple instructions

4.26 Monitors own reading, and self-corrects misread words

4.46 Reads at an independent level silently and shows an

understanding of the text read

Story Word Count: 328

4.1 Recognises that print conveys meaning

4.35 Reads aloud text suited to the grade-level with fluency to

convey the message to the listener

4.44 Shows awareness that words can change in use and meaning
over time by discussing the text read

Story Wrap-Up
4.7 Recalls facts and details of the text

163
4.9 Identifies and discusses similarities and differences in story
elements

4.21 Relates story information to real-life experiences

5.16 Identifies and constructs declarative, imperative, exclamatory,

and interrogative sentences in written form

Cooperative Activity
1.6 Speaks fluently, sequentially, and independently or in groups

3.25 Identifies compound words and separates them into their

constituent parts

4.2 Understands and follows two to three-step oral directions

One-Minute Handwriting
5.2 Uses grade-level punctuation and capitalization rules

5.3 Writes legibly (manuscript)

5.5 Observes spacing between letters and words

Creative Writing
4.14 Answers (who what, when, where, how, why) questions about
stories read or read aloud by the teacher

4.17 Answers comprehension questions read independently based

on what has been read at the grade-level

6.3 Records information in a variety of formats such as logs,

journals, charts, tables

Home School Link

3.41 Spells words of greater complexity in the course of their
reading correctly

164
4.21 Relates story information to real-life experiences

6.8 Locates information in a dictionary or other reference material

appropriate to the grade-level

165
 UNIT 2 CURRICULUM STANDARDS AND BENCHMARKS

Word Walk
3.1 Demonstrates an interest in learning new words

3.2 Blend sounds to decode printed words at grade-level

3.6 Segments the sounds in printed words

Core Words
3.1 Demonstrates an interest in learning new words

3.37 Demonstrates the use of newly taught words

Practice Sentences
4.1 Recognises that print conveys meaning

4.4 Retells parts of the story read or heard

Story Word Count: 377

4.1 Recognises that print conveys meaning

4.27 Re-reads sentences and paragraphs when meaning is not clear

4.36 Reads at an independent level silently and shows an

understanding of the text

Story Wrap-Up
4.4 Retells part of a story read or heard

4.5 Identifies some sequence of events in the story

4.18 Predicts and justifies what happen next in stories

Cooperative Activity
1.6 Speaks fluently, sequentially, and independently or in groups

166
2.17 Reads basic grade-level sight words in context and isolation

4.2 Understands and follows two to three-step oral directions

One-Minute Handwriting
5.3 Writes legibly (manuscript)

5.5 Observes spacing between letters and words

Creative Writing
5.8 Uses writing process steps independently

5.43 Creates paragraphs to include a topic sentence, supporting

details, and concluding sentences

Home School Link

1.14 Expresses feelings using appropriate descriptive words

1.26 Uses appropriate descriptive words when speaking

167
 UNIT 3 CURRICULUM STANDARDS AND BENCHMARKS

Word Walk
2.17 Reads basic grade-level sight words in context and isolation

3.6 Segment sounds in printed words

Core Words
1.33 Follows increasingly complex directions and instructions

3.1 Demonstrates an interest in learning new words

5.55 Recognises that spelling has patterns, applies knowledge of

those patterns in an attempt to spell a wider range of words

Practice Sentences
2.20 Corrects miscues when reading aloud

2.33 Varies pace or tone of voice to express feelings or to present

the character or mood read

Story Word Count: 319

2.20 Corrects miscues when reading aloud

2.33 Varies pace or tone of voice to express feelings or to present

the character or mood read

4.27 Re-reads sentences and paragraphs when meaning is not clear

Story Wrap-Up
2.9 Responds to characters or situations in a story

4.4 Retells part of a story read or heard preference

4.16 Identifies cause and effect relationships

Cooperative Activity

168
3.36 Extends vocabulary in own speech

4.6 Retells or dramatizes stories or parts of stories read

independently or by the teacher

One-Minute Handwriting
5.2 Uses grade-level punctuation and capitalisation

5.3 Writes legibly (manuscript)

5.5 Observes appropriate spacing between letters, words, and

sentences

Creative Writing
5.1 Plans, composes, and rereads simple sentences

Home School Links

5.8 Uses writing process steps independently

5.23 Uses the present, past, future, and present continuous tenses
correctly

6.3 Records information in a variety of formats such as logs,

journals, charts, tables

169
 UNIT 4 CURRICULUM STANDARDS AND BENCHMARKS

Word Walk
3.1 Demonstrates an interest in learning new words

3.27 Shows awareness of word families and their relationships

3.40 Reads and comprehends affixes

Core Words
3.36 Extends vocabulary in own speech

6.6 Comprehends and employs alphabetic sequence by first and

second letters

Practice Sentences
2.20 Corrects miscues when reading aloud

2.23 Reads orally and monitors own reading by correcting miscues

2.33 Varies pace or tone of voice to express feelings or to present

the character or mood read

Story Word Count: 383

3.30 Reads aloud fluently, expressively, and with increased
confidence from a range of familiar literature

4.26 Monitors own reading, and self-corrects misread words

4.27 Re-reads sentences and paragraphs when meaning is not clear

Story Wrap-Up
4.1 Responds to characters or situations in a story

4.4 Retells part of a story read or heard preference

4.16 Identifies cause and effect relationships

170
Cooperative Activity
4.30 Uses details to predict outcomes

6.1 Sorts, groups, and sequences a variety of items

One-Minute Handwriting
5.3 Writes legibly (manuscript)

5.4 Uses a style of writing that is legible

5.5 Observes appropriate spacing between letters, words, and

sentences

Creative Writing
3.37 Demonstrates use of newly taught words

5.11 Uses conventions of syntax, capitalization, and punctuation in

written Standard English at the grade-level

5.15 Focuses on a central theme and supporting details in own

writing correctly

Home School Links

1.32 Speaks clearly and audibly

3.1 Demonstrates an interest in learning new words

3.41 Spells words of greater complexity correctly in the course of

their reading

171
 UNIT 5 CURRICULUM STANDARDS AND BENCHMARKS

Word Walk
3.1 Demonstrates interest in learning new words

3.26 Applies rules of syllabication to identify words with multiple

syllables

3.36 Extends vocabulary in own speech

Core Words
3.1 Demonstrates an interest in learning new words

4.1 Recognises that print conveys meaning

6.8 Locates information from a dictionary or grade-level reference

book

Practice Sentences
2.19 Reads fluently, with expression any grade-level text

2.33 Varies pace or tone of voice to express feelings or to present

the character or mood read

3.10 Reads decodable text at the grade-level fluently

Story Word Count: 373

4.19 Uses context clues to understand the text

4.21 Relates story information to real-life experiences

4.26 Monitors own reading, and self-corrects misread words

Story Wrap-Up
4.10 Identifies some sequences of events in stories

172
4.14 Answers (who what, when, where, how, why) questions about
stories read or read aloud by the teacher

4.27 Re-reads sentences and paragraphs when meaning is not clear

Cooperative Activity
5.40 Organises content appropriately

6.3 Records information in a variety of formats such as logs,

journals, charts, tables

One-Minute Handwriting
5.2 Uses grade-level punctuation and capitalisation

5.3 Writes legibly (manuscript)

5.4 Uses a style of writing that is fluent and legible (cursive

manuscript)

Creative Writing
5.3 Writes legibly (manuscript)

5.51 Uses visual representation to reinforce messages or labels

6.3 Records information in a variety of formats such as logs,

journals, charts, tables

Home School Link

1.7 Explain in detail how to do something

1.8 Speaks effectively and confidently to deliver speeches for a

variety of purposes

1.9 Supplements more appropriate words during a speech

173
Bonus Integration
1.34 Participates in oral reports, discussions, and speeches

3.36 Extends vocabulary in speech

174
 UNIT 6 CURRICULUM STANDARDS AND BENCHMARKS

Word Walk
3.1 Demonstrates interest in learning new words

3.5 Blends letter sounds to decode printed words

3.8 Sounds out words, including those with blends and digraphs

Core Words
2.5 Participates in rhymes, chants, and song activity

3.25 Identifies compound words and separates them into their

constituent parts

3.36 Extends vocabulary in own speech

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

2.33 Varies pace or tone of voice to express feelings or to present

the character or mood read

Story Word Count: 413

2.22 Reads expository and narrative text appropriate for the
grade-level with fluency and natural tone

4.36 Reads at an independent level silently and shows interest in

the text

4.38 Recognizes and uses clues in a text to predict events

Story Wrap-Up
4.17 Answers comprehension questions read independently based
on what has been read at the grade-level

175
4.41 Make simple comparisons between stories and poems, and
offers justification for personal preference

5.23 Uses the present, past, future, and present continuous tenses
correctly

Cooperative Activity
1.33 Follows increasingly complex instructions and directions

4.29 Organises information (pictures, texts) to sequence a story

One-Minute Handwriting
5.3 Writes legibly (manuscript)

5.4 Uses a style of writing that is fluent and legible

Creative Writing
4.21 Relates story information to real-life experiences

4.32 Distinguishes between fact and fantasy

5.38 Uses prewriting strategies to generate and organize ideas

Home School Links

4.22 Connects text to text and text to life experiences in stories
read independently or with the teacher
5.1 Plans, composes, and rereads simple sentences
6.17 Uses research to contribute to an inquiry into health and
safety at school or in the home
Bonus Integration
1.27 Stays on topic when speaking

1.40 Conveys a simple message accurately

176
 UNIT 7 CURRICULUM STANDARDS AND BENCHMARKS

Word Walk
2.7 Counts syllables in words accurately

3.1 Demonstrates interest in learning new words

3.26 Applies rules of syllabication to identify words with multiple

syllables

Core Words
2.18 Demonstrates appropriate use of vocabulary and sentence
structure

3.1 Demonstrates an interest in learning new words

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

3.46 Uses knowledge of synonyms, antonyms, homographs to

determine word meaning

Story Word Count: 693

2.15 Reads the author’s point of view

2.22 Reads expository and narrative text appropriate for the

grade-level with fluency and natural tone

Story Wrap-Up
4.21 Relates story information to real-life experiences

4.25 Shares information from the text in own words

4.42 Discusses character, action, fact, opinion and relates them to

personal experience

177
5.16 Identifies and constructs declarative, imperative, exclamatory,
and interrogative sentences in written form

One-Minute Handwriting
5.3 Writes legibly (manuscript)

5.4 Uses a style of writing that is fluent and legible (cursive

manuscript)

Creative Writing
5.3 Writes legibly (manuscript)

6.3 Records information in a variety of formats such as logs,

journals, charts, tables

Home School Link

3.41 Spells words of greater complexity in the course of their
reading correctly

4.2 Understands and follows simple two to three-step oral

directions and instructions

5.34 Uses spelling to complete written tasks correctly

Bonus Integration
6.1 Sorts, groups, and sequences a variety of items

6.5 Locates information from grade-level reference material

178
 UNIT 8 CURRICULUM STANDARDS AND BENCHMARKS

Word Walk
2.11 Reads and performs rhymes

3.12 Identifies words that rhyme with a given word

Core Words
3.37 Demonstrates use of newly taught words (vocabulary)

3.46 Uses knowledge of synonyms, antonyms, homographs to

determine word meaning

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

3.37 Demonstrates use of newly taught words (vocabulary)

Story Word Count: 344

3.41 Analyses cause and effect relationships in stories

4.35 Reads aloud text suited to the grade-level with fluency to

convey the message to the listener

4.36 Reads at an independent level silently and shows interest in

the text

Cooperative Activity
6.3 Records information in a variety of formats such as logs,
journals, charts, tables

Story Wrap-Up
3.37 Demonstrates use of newly taught words (vocabulary)

5.1 Plans, composes, and rereads simple sentences

179
5.2 Uses grade-level punctuation and capitalization

One-Minute Handwriting
5.3 Writes legibly (manuscript)

5.4 Uses a style of writing that is fluent and legible (cursive

manuscript)

Creative Writing
5.37 Demonstrates a literal understanding of the topic

5.38 Uses prewriting strategies to generate and organize ideas

5.39 Develops appropriate facts and ideas based on topic

Home School Link

6.5 Locates information from grade-level reference material

Bonus Integration

1.22 Listens to information in oral communication

180
 UNIT 9 CURRICULUM STANDARDS AND BENCHMARKS

Word Walk
3.1 Demonstrates interest in learning new words

3.6 Sounds out regular one-syllable and nonsense words fluently

Core Words
3.9 Identifies words with the same beginning and ending consonant
sounds

3.27 Shows awareness of word families and their relationships

3.37 Demonstrates use of newly taught words (vocabulary)

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

3.37 Demonstrates use of newly taught words (vocabulary)

Story Word Count: 441

2.23 Reads orally and monitors own reading by correcting miscues

4.18 Predicts and justifies what might happen next in stories

3.41 Analyses cause and effect relationships in stories

Story Wrap-Up
4.44 Shows awareness that words can change in use and meaning
over time by discussing the text read

5.21 Uses adjectives and adverbs appropriately

5.2 Uses grade-level punctuation and capitalization

One-Minute Handwriting

181
5.3 Writes legibly (manuscript)

5.4 Uses a style of writing that is fluent and legible (cursive

manuscript)

Creative Writing
5.37 Demonstrates a literal understanding of the topic

5.38 Uses prewriting strategies to generate and organize ideas

5.39 Develops appropriate facts and ideas based on topic

Home School Link

6.5 Locates information from grade-level reference material

Bonus Integration
1.22 Listens to information in oral communication

182
ATLANTIC NOT FOR SALE
READER