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6Reading

Lexile Level 500L – 650L

Educator’s Guide

Spot On Reading Educator’s Guide provides educators with the necessary support to help learners engage with the texts and hone their reading skills. Each story is accompanied by

• Pre-reading discussion ideas to get readers to talk about themes or ideas related to the text they are about to read;

• Answers to the whilst-reading questions;• Strategies focused on specific reading skills to guide readers and develop

their comprehension skills;• Comprehension Notes to guide learners through the comprehension

practices should they encounter difficulties;• Answers to the comprehension practices;

• Extension activities to get learners thinking beyond the text.

Preface

1 The Legend of the Evergreens: A Korean Folktale

2 Worms

3 Robin’s Best Nest

4 The Unfinished Robot

5 An Opossum Named Poppy

6 The Mystery of the Magic Lunch Bag

7 Hot Spot!

8 The Grandfather’s Story

9 Squeaky Clean

10 Building Log Houses

lexile

4 510L

6 520L

8 540L

10 570L

12 590L

14 610L

16 610L

18 620L

20 640L

22 650L

Contents

4 The Legend of the Evergreens: A Korean Folktale

1 The Legend of the Evergreens: A Korean Folktale (Pages 4–7) Lexile: 510L

Reading Skills: Identifying the Main Idea; Identifying Details; Inferring

Pre-readingAsk readers if they know what happens to trees during fall and winter. You may want to show them pictures of trees that have shed their leaves. Then, draw readers’ attention to the title and ask them if they know what an evergreen is. Explain that an evergreen is a plant that does not lose its green leaves even during fall and winter. Get readers to see the difference between evergreens and other types of trees.

Whilst-reading QuestionsUse the questions provided to help readers understand the story better while reading. • Where did the other birds fly to? Answer: They flew south.• Who welcomed the little bird? Answer: The fir tree, the pine tree, and the holly tree welcomed the little bird.• How did the North Wind start winter? Answer: The North Wind blew the leaves from the trees.

Reading Skills1. IdentifyingtheMainIdea Ask readers to think about what a legend is. Guide them to see that this is a story

about how the evergreens came about.

2. IdentifyingDetails Point out that there were trees which shooed the bird away while others welcomed

and protected it. The trees that protected the bird were allowed to keep their leaves even during winter. Use these questions as prompts to guide readers.

• Why did the other birds leave? • Which trees did not welcome the little bird? • Were there other trees that welcomed the bird? • What happened to the trees that welcomed the bird?

3. Inferring Get readers to think about what happened to the little bird and the trees that

protected it. Use the following prompts to guide readers.

The Legend of the Evergreens: A Korean Folktale 5

• Why did the little bird hop, and not fly, from one tree to another? • What would have happened to the bird if none of the trees had helped it? • Why did North Wind allow some trees to keep their leaves? Help readers to infer that the North Wind repaid the kindness of the trees that

protected the little bird by letting them keep their leaves all through the year.

Comprehension Notes (Pages 8–9)

1. Read the first paragraph of the story and have readers point out the answer.

2. Read through the story again and ask readers to list the trees the little bird visited. Have readers point out the trees that did not welcome the bird.

3. Explain to readers what happens to many trees in the winter, and what it means to be “sleeping” during winter. Compare the birch tree’s response with that of the maple and alder trees, and point out the similarity in their replies to the little bird.

4. Go through the replies of the unwelcoming trees again — go away, you can’t stay here, not here. Ask readers how the reply of the fir tree was different. Explain that “to snuggle” is to move into a warm, comfortable position. Also explain that the “low limbs” refer to the low branches of the tree that the bird could hop onto.

5. Talk about how cold winter can be. Point out that the pine tree is promising to keep out the wind to protect the bird.

6. Refer readers to page 6. Get them to go through the acts of kindness the trees showed to the little bird. Help readers to relate these acts to their own lives before getting them to look at the options for part (b).

Answers (Pages 8–9)

1. it had hurt its wing. 2. Circle: maple tree; alder tree; birch tree3. c 4. a 5. b6. a. Tick: Protected it from the wind; Provided it with berries; Gave it a place to rest

b. Tick: Offer them a hot drink.; Give them some food.; Share a warm blanket with them.

Extension ActivityGet readers to examine the pictures closely to observe the colors of the leaves. Ask them to think about what happens when the seasons change, e.g. from spring to summer or summer to fall. Ask readers to talk about the changes that are meaningful to them, e.g. the clothes or shoes they wear, the holidays they can look forward to. Have them draw a card about their favorite season and give it to their best friends. This helps to increase their understanding of the seasons.

6 Worms

2 Worms (Pages 10–13) Lexile: 520L

Reading Skills: Identifying the Main Idea and Details; Inferring

Pre-readingDraw readers’ attention to the picture on page 10 and ask them where they can find worms. Ask readers to think about the different bugs that live near worms. Ask them how worms can be useful.

Whilst-reading QuestionsUse the questions provided to help readers understand the story better while reading. • Where can you see worms? Answer: You can see them on the ground.• What colors are the worms? Answer: They can be brown, tan, or red.• Who eats worms? Answer: Hungry birds eat worms.

Reading Skills1. IdentifyingtheMainIdeaandDetails Get readers to read the text again. Ask them to think about what the text tells us

about worms. Use the following questions to get readers to think about the main ideas and details presented.

• Where can we find worms? • What do worms look like and how do they move? • What do worms do? • How are worms helpful? Get readers to see that the text tells us about worms by providing examples of what

they are like and sharing how they can help us.

2. Inferring Get readers to think about the worms’ life. Use the following prompts to guide them. • Why do worms try to stay out of the way of people’s feet? • What eats worms? • Do you think farmers like worms? Why or why not? • Do you think the writer likes worms? Why or why not?

Worms 7


1. Talk about the shape of worms. Ask readers to describe the shape and name a few things that have a similar shape, e.g. straws, strings. Have them read page 11 of the story again to complete the question.

2. Refer readers to page 12 and have them read the text to find out why the writer says that worms are nice.

3. Have readers read page 12 of the story again to find out what worms can do and whether they are frightened of hungry birds. Go through the four options in the question one by one. This is a good opportunity to get readers to check the answers and learn to eliminate the wrong options.

4. Go to page 13 of the story and review what happens when worms eat. Draw readers’ attention to what happens to the waste and why this is good for the soil. Discuss what helps plants grow to be healthy and strong.

5. Read the story again and ask readers how worms are alike. Then, ask them to share how worms are different.

6. Discuss with readers how surprising it is for something as small as worms to be so helpful. Talk about readers’ own gardens (or homes/rooms, if they do not have a garden). Ask them who takes care of the gardens and what they can do to help out.


1. tubes; pencil; thread 2. d 3. a 4. b 5. c6. Tick: Water the plants.; Pull out the weeds.; Plant new seeds.

Extension ActivityGet readers to examine the bottom picture on page 13 and guess what the girl is doing. Ask them to think about what plants need in order to grow well. Get them to talk about seeds, plants, and flowers they know. Have readers pretend to be the sun, rain, and worms, and explain why they are good for plants. This provides a good opportunity for readers to express what they know about how plants grow.

8 Robin’s Best Nest

3 Robin’s Best Nest (Pages 16–19) Lexile: 540L

Reading Skills: Drawing Conclusions; Sequencing; Inferring

Pre-readingDraw readers’ attention to the word “best” in the title and ask them about the best things they know, e.g. best food, best book, and best sport. Ask readers to think about what makes something the best. Ask them what kind of nest would be best for a robin.

Whilst-reading QuestionsHelp readers understand the story better by asking them the following questions.• What was Robin doing? Answer: She was building a nest.• How was Eagle’s nest different from Robin’s? Answer: Eagle’s nest was bigger.• Who was Robin speaking to? Answer: Robin was speaking to Hummingbird.

Reading Skills1. DrawingConclusions Get readers to think about the title of the story. Ask them what makes something the

best. Guide them to understand how “best” can be different for the different birds in the story. Get them to conclude that Robin’s nest is the best for her even though it may not be as big as, as soft as, or as dark as the nests of the other birds.

2. Sequencing Use the following questions as prompts to guide readers on the sequence of

the story. • What did Robin do first before visiting Eagle? • Which other birds did Robin visit? • What did Robin do after that?

3. Inferring Get readers to think about how Robin felt when the other birds asked her about

her nest. Guide them to infer that Robin had a lot of doubt. Point out some of the clues to readers, such as how Robin answered “quietly” and “sadly”. Point out also that Robin said, “I wonder if my nest is good enough”. Use the following prompts to guide readers.

• How did Robin feel when her friends compared her nest to theirs? • Why was Robin’s nest the best for her?

Robin’s Best Nest 9


1. Read page 16 and have readers point out what Robin collected to make her nest.

2. Refer readers to page 16 and have them read what Robin did while she waited for the mud to dry.

3. Ask readers to look at the pictures to check the descriptions, e.g. big nest, dark nest. Compare the answers they found with the four options given. Go through the four options one by one with readers. Ask them to eliminate the wrong options.

4. Look at Robin’s expression as she listened to her friends’ questions — did she look angry? What about when she flew back to her nest? Ask readers to describe what Robin could be feeling right then. Ask them to find the sentence in the story that answers the question.

5. Point out to readers why it was important for each nest to suit the different birds. Ask them to think about what would happen if Robin had a large nest, or a soft one, or a dark one. Review the story to see what was great about Robin’s nest.

6. Guide readers to draw conclusions from what Robin said about her nest when she went back to it. She realized that her nest needed to be suited to her and not be like the other birds’, because she did not need a nest that was big, soft, or dark. Have readers think about whether they agree with Robin.


1. c 2. d 3. a 4. c5. Tick: It fit her well.; It was in the warm sun.; It had sweet-smelling pine.6. a. Robin felt that her nest was the best for her.

b. Accept all reasonable answers. Suggested answer: Yes, because her nest fit her well just like her friends’ nests fit them well.

Extension ActivityHave readers consider Robin’s doubt when she thought, “I wonder if my nest is good enough”. Ask them to think about how it feels to compare their “best” with their friends’ “best”. Get readers to list their own strengths. This provides a good opportunity for readers to build their self-esteem by discussing what they are good at.

10 The Unfinished Robot

4 The Unfinished Robot (Pages 22–25) Lexile: 570L


Pre-readingDraw readers’ attention to the picture on page 22 and then to the title. Point to the robot in the picture and ask them what they think the robot is missing.

Whilst-reading QuestionsUse the questions provided to help readers understand the story better while reading.• Who was Dr. Blooper talking to? Answer: He was talking to Klinker, his robot. • What did Klinker choose at the toy store? Answer: He chose a small blue ball and a toy drum. • Where did Klinker go to get his belly button? Answer: He went to the fabric store.

Reading Skills1. IdentifyingtheMainIdea Ask readers to think about what Klinker wanted to do and why. Ask them if Klinker

managed to fix himself. Guide them to see that the story is about a robot who wanted to surprise the scientist who made him but got confused and fixed himself wrongly.

2. IdentifyingDetails Ask readers to identify the various items Klinker needed and what he had confused

them with. Use these questions as prompts to guide them. • What did Klinker buy at the toy store? • What did Klinker buy for his shoulder blade and fingernails? • Why did Klinker pick the red cap and not any other color?

3. Inferring Get readers to think about what Klinker had misunderstood. It is important for

readers to see how certain words might have been misunderstood, for example, Klinker misunderstood a “button” for a “belly button”. Use the following prompts to guide readers.

• Did Klinker know what the missing parts really were? • What were the words that he misunderstood and what did he get instead? • How will Dr. Blooper adjust Klinker’s brain?

The Unfinished Robot 11


1. Discuss how Klinker looks on page 22 and point out what parts he seems to be missing. Ask readers to recall why Klinker could not be finished.

2. Ask readers to identify the idea Klinker had and how he wanted to surprise Dr. Blooper.

3. Ask readers to review where Klinker went and what he bought at each shop. Then, get them to read what he checked off from his shopping list at each shop.

4. Get readers to think about the real reason Dr. Blooper was surprised.

5. Ask readers to identify the mistakes that Klinker made with his purchases. Then, get them to think about why Dr. Blooper wanted to adjust Klinker’s brain and how he realized the mistakes that Klinker made.

6. Review Klinker’s wish to help out and point out how enthusiasm is not enough. We should know what exactly is needed to fix things right. Ask readers to think about the words to use when they want to find out something, e.g. why, what, how.


1. a 2. c3.

WhereKlinkerwent WhatKlinkerbought WhatKlinkerthoughthewasbuying

Toy store • a small blue ball• a toy drum

• eyeball• eardrum

Hardware store • a knife with a sharp blade• ten long steel nails

• shoulder blade• fingernails

Fabric store a small red button belly button

Hat store a bright red cap kneecap

4. Dr. Blooper was really surprised because Klinker had bought the wrong parts and had tried to fix himself up.

5. He realized that Klinker had misunderstood what Dr. Blooper needed for his missing parts.

6. Tick: Can you explain what I need to buy?; Where should I go to buy it?

Extension ActivityGet readers to consider Klinker’s and Dr. Blooper’s different ideas of what a good brain should be. Ask them to think about why Klinker thought he was smart. Get them to suggest what Klinker should do. Ask readers to act out one of the scenes at the shop.

12 An Opossum Named Poppy

5 An Opossum Named Poppy (Pages 28–31) Lexile: 590L

Reading Skills: Comparing and Contrasting; Inferring

Pre-readingDraw readers’ attention to the time of day shown in the picture on page 28. Ask them which animals are active at night. Ask readers if they have seen an opossum before. If it is their first time hearing of the opossum, ask them to make some guesses about the type of animal it might be.

Whilst-reading QuestionsInvite readers to read the story aloud, stopping to ask them the following questions to help them understand the text better.• Where was the opossum? Answer: It was on the fence.• What is Poppy’s favorite food? Answer: It is snails.• How many teeth did Poppy have? Answer: He had 50 teeth.

Reading Skills1. ComparingandContrasting Use the following questions as prompts to guide readers. • Compared to a pet puppy or a pet rabbit, how was Poppy similar? • How was Poppy different from a pet? • Compared to the situation before Poppy’s arrival, what was the garden like?

2. Inferring Get readers to think about Poppy’s behavior and make inferences about what

opossums are like. Use the following prompts to guide them. • When do opossums go out to find food? (Get readers to see that opossums

are nocturnal creatures and take note of how Poppy always appears in the yard at night.)

• What does an opossum look like? (Get readers to look at the description of Poppy, as well as the description of his teeth.)

• What do opossums eat for dinner? • Why did Poppy show his teeth?

An Opossum Named Poppy 13


1. Read the first paragraph of the story again. Have readers look at the very first picture of the story and take note that it was nighttime.

2. Draw readers’ attention to the picture of Poppy on page 28 as well as the details given on page 29. Go through the four options one by one with readers to see which is false.

3. Direct readers to the problem that the writer faced with the garden. Get them to see that the family had tried to get rid of the snails but they could not. However, when Poppy arrived, he ate up a lot of the snails in the garden.

4. Ask readers to recall the meaning of “prehensile”, as explained in the story. Review the word and help them pronounce it correctly. Ask readers to point out the sentence that explains what a prehensile tail can do.

5. Read page 31 of the story again. Ask readers to think about whether the writer managed to get a photograph of Poppy and to think of the reason why or why not. Explain that Poppy was not happy and felt threatened, and he expressed this by showing his teeth to the writer. Point out that Poppy might have gotten angry and attacked the writer if the writer had taken the photograph.

6. Point out to readers that the writer often waited at night to see if Poppy would come. Ask readers to talk about their favorite wild animal (or pet, if they have little knowledge of wild animals). Have them discuss what is safe to do, and what would be dangerous, e.g. feeding the animal. Talk about signs in the parks that warn visitors against feeding wild animals and discuss reasons why this is good advice.


1. a 2. a 3. d4. It can grasp and hold objects. 5. No. Poppy bared his teeth at the writer and the writer knew that Poppy did not like

the camera near him.6. a. Tick: Yes

b. Tick: Draw pictures of it.; Find out more about the animal.

Extension ActivityAsk readers to think about how they would feel if Poppy visited their yard or school. Get readers to act out their reaction when they see Poppy for the first time. This gives them an opportunity to think about how they would behave when they meet a wild animal.

14 The Mystery of the Magic Lunch Bag

6 The Mystery of the Magic Lunch Bag (Pages 34–37) Lexile: 610L

Reading Skills: Identifying the Main Idea and Details; Summarizing

Pre-readingDraw readers’ attention to the word “mystery” in the title and ask them what it means. Ask them what they would do to solve a mystery. Then, ask readers to predict what the mystery in the story might be about.

Whilst-reading QuestionsUse the questions provided to help readers understand the story better while reading. • Did Sheila like to have a tuna-fish sandwich for lunch every day? Answer: No, she wished to have something different.• Whose lunch bag did Beatrice’s lunch bag look like? Answer: It looked like Sheila’s lunch bag.

Reading Skills1. IdentifyingtheMainIdeaandDetails Get readers to talk about what Sheila thought of her lunch bag. Guide them to think

about why she thought her lunch bag was magical. Use the following questions as prompts to guide readers.

• What did Sheila’s new lunch bag look like? • What did Sheila see in her lunch bag every morning? • Why did she think her lunch bag was magical? • Did she like her “new lunches”?

2. Summarizing Ask readers to think about what happened to Sheila’s and Beatrice’s lunches. Ask

them to summarize the story in a sentence using the prompt “This story is about…”

The Mystery of the Magic Lunch Bag 15


1. Review all that readers remember about the new lunch bag and ask them to point out which of the statements are true and which are not.

2. Get readers to look at the second paragraph on page 34 for the answer.

3. Direct readers to page 36 of the story. Then, ask them why Sheila was so sure that her mother was not the one who did the “magic”.

4. Ask readers how they feel when someone rolls their eyes at them. Get them to think about why Douglas did that to Sheila.

5. Ask readers if they have ever felt shy or worried in front of others before. Ask them what it feels like to be embarrassed and link Sheila’s feeling of her face getting warm to her embarrassment.

6. Refer readers to the story to answer the first part of the question. Guide them to understand the bag was not magical and help them answer the question. Next, have readers share what they usually eat for lunch. Ask them to consider and talk about what they would like to see in their lunch bags at school.


1. a. T; b. T; c. F; d. F 2. c 3. b 4. b 5. a6. a. No, her bag was not actually magical. She found different lunches every day

because she and Beatrice had been switching lunch bags every day. b. Accept all reasonable answers.

Extension ActivityGet readers to think about how to make friends. Ask them to act out the scene when Sheila met Beatrice and solved the mystery. Ask readers to think about what would happen if Sheila rolled her eyes at Beatrice, like Douglas did. This is a good opportunity to discuss how our behavior can make others feel.

16 Hot Spot!

7 Hot Spot! (Pages 40–43) Lexile: 610L


Pre-readingDraw readers’ attention to the picture on page 40 and ask them where that water might be coming from. Ask them if they have seen such a thing before. Ask readers if they have been to the Yellowstone National Park. Or, ask them about a park they have been to before.

Whilst-reading QuestionsUse the following questions to help readers understand the story better while reading. • What shot out of the ground? Answer: Boiling water shot out of the ground.• How high can a geyser be? Answer: It can be 200 feet high.• What gives hot springs the bright colors? Answer: Tiny living creatures and plants that grow in the hot water give hot springs

the bright colors.

Reading Skills1. IdentifyingtheMainIdea Get readers to skim the text to find out the main idea. Have them note that the text

is about the Yellowstone National Park, in particular, the geysers, hot springs, and mud pots in the Park.

2. IdentifyingDetails Use the following questions as prompts to guide readers. • What does a geyser do? • How often does Old Faithful Geyser erupt? • How do the rocks at Mammoth Hot Springs form? • What are mud pots?

3. Inferring Get readers to think about the natural phenomena. Use the following prompts to

guide them. • What signs are there before a geyser erupts? • Why is it not a good idea to stand near a mud pot? • How do the animals use the warmth from the hot springs?

Hot Spot! 17


1. Read the opening lines of the story and ask readers what the signs are before the geyser shoots hot water out.

2. Discuss what natural phenomena can be seen at Yellowstone National Park. Point out to readers that there is more than one mud pot, and that the snow-white rock, called sinter, only covers the ground around the geysers. Review the meaning of caldera, and pronounce it together with the readers.

3. Refer readers to the third paragraph on page 40. Get them to note that Yellowstone National Park sits in a giant volcano, hence the many geysers, hot springs, and mud pots.

4. Refer readers to page 43 of the text. Talk about what happens after hot water boils up through the cracks in the earth. Read the text about mud pots on page 43 again. Ask readers to think about what it might be like standing near a mud pot. Explain that mud balls can shoot up unpredictably.

5. Have readers look at the last paragraph of the story for the answers.

6. Review the amazing sights that we can see at Yellowstone National Park. Discuss why some of the options are wrong, e.g. the volcanic eruption happened long ago; the volcano is not erupting now.


1. a 2. c 3. b 4. a. cooler; b. hurt5. warm; burned 6. Tick: Geysers; Mud pots; Hot springs

Extension ActivityGet readers to pick their favorite feature of Yellowstone National Park as listed in the text. Next, ask them to write a short letter to their school principal to organize a trip to the Park. This gives them an opportunity to learn how to forward their request to an authority figure. You may wish to tell them to pretend that their school is in close proximity to the Park.

18 The Grandfather’s Story

8 The Grandfather’s Story (Pages 46–47) Lexile: 620L

Reading Skill: Drawing Conclusions

Pre-readingDraw readers’ attention to the picture on page 46 and ask them about the last time someone told them a bedtime story. Ask readers if they have a favorite bedtime story.

Whilst-reading QuestionsUse the questions provided to help readers understand the story better while reading.• Who is telling the story? Answer: Grandfather is telling the story.• Who was River Frog’s best friend? Answer: Salamander was his best friend.• Could anyone answer Grandfather’s question? Answer: No one could answer his question.

Reading SkillDrawing ConclusionsGet readers to think about the purpose of the story. Ask readers the following questions to help them.• Why is this story called “The Shortest Story Ever Told”?• Why do you think Grandfather tells this story to his grandchildren at bedtime?• Do you think there is an answer to Grandfather’s question?Direct readers to what Grandfather says at the end. Get them to conclude that the story is used to get the children to go and sleep — by telling them that if they sleep, they might find out the ending to the story.


1. Ask readers to look at the text just underneath the title to find out the community that Grandfather and his people belong to. Get them to look at the first sentence of the story proper to discover when Grandfather normally tells the story.

2. Explain that frogs are cold-blooded and cannot have their bodies be too hot or too cold. Ask readers to check the story to see what River Frog did to keep cool.

The Grandfather’s Story 19

3. Read the first paragraph on page 47 again and have the readers point out Salamander’s actions in the water.

4. Ask readers what a sniffle is and ask them if Salamander liked the rain. Point out that Salamander was already wet because he was swimming and playing in the river.

5. Refer readers to paragraph 8 of page 47 and help them understand that Grandfather asked the children to go to bed.

6. Get readers to think about Grandfather’s real reason for telling the story. Help them understand that he wanted the children to go to sleep, and if they thought they would know the answer in the morning, they were more likely to sleep faster. Next, have readers share their bedtime activities. Ask them why it is important for bedtime activities to be calm and relaxing.


1. Pueblo; bedtime 2. sunning; drop3. Tick: Diving; Swimming; Rolling 4. b 5. b6. a. Accept all reasonable answers. Suggested answer: Yes it is because the

children would go to bed with the hope of finding the answer when they woke up in the morning.

b. Accept all reasonable answers.

Extension ActivityAsk readers if they know the answer to Grandfather’s question. If they do, ask them if they think that it is a clever story. Get them to think of a short bedtime story that begins with “One day…”. If they are in groups, they can take turns to write the next sentence of the story.

20 Squeaky Clean

9 Squeaky Clean (Pages 50–53) Lexile: 640L

Reading Skills: Identifying the Main Idea; Identifying Details; Comparing and Contrasting

Pre-readingDraw readers’ attention to the sound word “squeaky” in the title and ask them to describe how clean “squeaky clean” is. Then, guide them to talk about bath time. Ask readers if they enjoy a quick shower or a nice long bath, and talk about the reasons why.

Whilst-reading QuestionsUse the questions provided to help readers understand the story better while reading.• What is the lion cub doing? Answer: It is licking itself.• What does the bat use to clean its wings? Answer: It uses its teeth and tongue.• Who takes a shower in the rain? Answer: The parrot takes a shower in the rain.

Reading Skills1. IdentifyingtheMainIdea Get readers to revisit the question from Pre-reading. Ask them to think about the

different ways animals use to keep themselves clean.

2. IdentifyingDetails Get readers to list the animals featured and how each of them gets clean. Use the

following questions as prompts to guide them. • How does the swallow take a bath? • What does the zebra do to get rid of bugs? • How does the elephant clean itself?

3. ComparingandContrasting Ask readers to think about how the animals clean themselves, compared to how

they clean themselves at home. Use the following prompts to guide them. • Why don’t all animals take a bath to clean themselves? • Do you think you are cleaner than the animals? Why?

Squeaky Clean 21


1. Refer to page 51 to see how the swallow keeps itself clean. Explain the meaning of “plunge” and point out that this is the way the swallow takes a shower.

2. Draw readers’ attention to the picture of the zebra on page 51. Point out that it is not easy for animals to clean their own bodies and backs as they do not have hands and arms like us.

3. Ask readers if they were able to clean themselves when they were babies. Point out that the mother deer helps to keep its baby clean.

4. Ask readers how the elephant is different from the others — it has a long trunk. Look at the picture of the elephant on page 52 and ask readers what the elephant is doing with its trunk.

5. Have readers read aloud how parrots keep themselves clean on page 53. Help them understand that parrots taking a shower in the rain would mean that they are unafraid of the rain.

6. Ask readers to discuss the different ways they can keep themselves clean, e.g. washing their hands before and after a meal, changing their clothes every day.


1. b 2. c 3. c 4. trunk 5. shower6. Tick: Wash our hands.; Keep our nails short.; Wear clean clothes.

Extension ActivityAsk readers why it is important for animals to keep themselves clean. Ask them to think about what they have to do to clean themselves every day. Get them to make up a story of an animal that does not like to clean itself.

22 Building Log Houses

10 Building Log Houses (Pages 56–61) Lexile: 650L

Reading Skills: Identifying the Main Idea; Sequencing; Inferring

Pre-readingDraw readers’ attention to the word “houses” in the title and ask them to describe their houses, e.g. location and size. Ask readers to list the materials needed to build their houses.

Whilst-reading QuestionsHelp readers understand the story better by asking the following questions.• What is the girl building? Answer: She is building a toy log house with toy logs.• What shapes are cut in the logs? Answer: Half circles are cut in the logs.• What do builders use the logs for? Answer: They use the logs to build the walls of the house.• What materials are used to build the fireplace and chimney? Answer: Stones are used to build the fireplace and chimney.

Reading Skills1. IdentifyingtheMainIdea Get readers to look at the title as well as the pictures in the story. Guide them to

understand that the text tells how the logs are prepared for building log houses.

2. Sequencing Go through the sequence of events with readers. Use the following questions as

prompts to guide them. • What do the builders have to gather first? • What happens at the sawmill? • What do the builders do first when they begin constructing the house? • What do the builders do last?

3. Inferring Get readers to think about the features of wood. Use the following prompts to

guide them. • Why are logs good building material for a house? • Why can’t builders use the logs to build the fireplace too?

Building Log Houses 23


1. Draw readers’ attention to the first paragraph of the story to read about the similarities between the two activities.

2. Review the story with readers and ask them to point out the first step in the sequence. Then, have them complete the question on their own.

3. Direct readers to page 59. Get them to look at the pictures of the toy log house and the actual log house to see how the logs are fitted together with the use of the half circles.

4. Talk about the importance about having a plan before building something. Go through the options one by one with readers and have them share why the incorrect options are wrong.

5. Ask readers to consider all the options and to check with the story to see which is true.

6. Discuss what makes a good builder. Ask readers to list what they think a good builder must know or do.


1. fit 2. 2, 5, 6, 1, 3, 4, 7 3. b 4. c 5. a6. Tick: Builders need to be strong.; Builders must know how to fit the logs together.;

Builders must work hard.

Extension ActivityAsk readers why it is important for new trees to be planted. Ask them to think about what would happen if builders used up all the trees for building log houses. Have readers design a poster with a picture and short title to ask people to plant more trees. This is a good opportunity to get them to persuade others to do something good for the environment.

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This edition 2016

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