My first reading book stage- 3

My first reading book is strategized to
encourage starters to develop good reading
skills with plenty of new vocabulary
words. Students will also familiar with
different sounds.
-1-

Steps to develop reading habits in
pre-schoolers.
Reading is fun and an ongoing process which
based on 5 stages. All children adopt these stages as per
their own capacity with time. Pre- schoolers’ steps to
read are given below:
Shared reading.
Picture reading.
Story description.
Choral reading.
Blending words to read.
-2-

Table of Contents
No. Titles Page no. Pages
1. Bug and a slug 6 6-13
2. Tack the map 14 14-21
3. Gift for Tim 22 22-29
4. Fred steps on a bed 30 30-37
5. Pop the corns 38 38-45
6. Bun is yum 46 46-53
7. Tam with a van 54 54-62
8. Hop and jog 63 63-69
9. Egg in the nest 70 70-77
10. Bill and Vill on the hill 78 78-86
11. Sam at the camp 87 87-94
12. Trip to zoo 95 95-102
13. Bake a cake 103 103-110
-3-

Table of Contents
No. Titles Page no. Pages
14. Zue has a suit 111 111-118
15. A tiny dime 119 119-126
16. Bow, bow, bow 127 127-134
17. Beep, beep 135 135-142
18. Jack’s mail 143 143-150
19. On A Beach 151 151-158
20. Boat is board 159 159-166
21. What a car! 167 167-173
22. New yard 174 174-180
23. A scary dream 181 181-187
24. Swings at the lake 188 188-194
25. Party is here! 195 195-201
26. Magic Show 202 202-208
-4-

Parents Memo
Dear Parents,
This book is designed to enhance children
reading, spelling and vocabulary knowledge. The
reading guidelines are given with each unit to help
kids to emphasis on expression reading by using
different vocabulary words.
-5-

BUG AND A SLUG
-6-

Bub found a bug on the rug.
Rug was full of dust.
I saw also a slug near the mug,
Bub said.
Mug was also on the rug.
-7-

Brush in the tub to rub the rug.
Rub the dirt of rug.
Rub, rub, rub
-8-

Slug and bug went to shrub.
Bub jumped in the mud to get
the bug with a slug.
Mum called Bub, what is this mud?
Mud, mud, mud
-9-

Look Mum slug and bug stuck
on a bud, Bub said.
Stuck, stuck, stuck.
-10-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Differentiate between a bug and a slug.
2. Enhance the knowledge of “ug” family
words in the story.
My dictionary:
Bug, slug, snug, rug, mug, jug, tub, rub,
stuck, mud
-11-

Suggested extra- curricular
activities:
1. Slug race (Teachers can arrange a
race in the playground for kids to
run like a slug).
2. Bug labelling activity on a big
chart in a group.
Short Questions, circle the
correct option:
1. Name the insects are in the story.
(a) Fly (b) slug and bug (c) ant
2. Where did Bub find the bug?
(a) Rug (b) tub (c) bed
3. What was the colour of slug?
(a) White (b) green (c) red
4. Where did Bub jump to get back the bug and a slug?
(a) Mud (b) tub (c) bed
5. Who stuck on the bud?
(a) Slug (b) bug (c) both
-12-

Practice Sheet
Draw the pictures of the given words.
Bug
Rug
Mug
slug
-13-

TACK THE MAP
-14-

Tack the map on the rack, dad said.
Tack, tack, tack
What is on the map for dad?
Bam said to Jack.
He tracks a farm of cats, Jack said.
-15-

A nap before pack. Hang the map
with a tack, Dad said.
Map is full of tags and tabs, Bam said.
Yes! See the land on map, Jack said.
-16-

I see a map on the tab, Bam said.
Fast and grab the tab!
-17-

Hurry up!
Tack map on the rack, dad said.
Tack, tack, tack.
-18-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Familiar with a map.
2. Enhance the knowledge how to use a map
for different purpose.
My dictionary:
Map, tack, rack, dad, tag, Tabs, hang, land,
grab, fast
-19-

Suggested extra- curricular
activities:
1. Finding a way to home by
walking on a big map drawn by a
teacher on the floor.
2. Map pasting activity in the sketch
pad.
Short Questions, circle the
correct option:
1. Where did to tack the map?
(a) rack (b) Bed (c) Chair
2. What is in the map to find?
(a) farm (b) Class (c) School
3. Did they take nap before pack?
(a) No
(b) Yes
4. What is in the map?
(a) Tabs and tags
(b) dots
-20-

Practice Sheet
Find the short „a‟ words and circle.
map tack bed
rack dad tab
hang tag cot
fun grab fast
pin land rat
-21-

GIFT FOR TIM
-22-

A big gift for Tim on her win!
She won a ring and one tin of
chips, said Kin.
-23-

Tin is full of chips.
Tin spilled in the bin.
Get a thin string to fix the tin.
Did the gift out of bin? Said kin
-24-

Quick Tim!
Nip the tin from bin.
Quick, quick, quick
-25-

I liked the gift, Said Tim.
I will keep the gift in my fist.
Fist, fist, fist
-26-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Enhance the feel of sharing gifts with
each other.
2. Treat the gifts in a courteous manner
and keep care of it.
My dictionary:
Map, tack, rack, dad, tag, Tabs, hang, land,
grab, fast
-27-

Suggested extra- curricular activities:
1. Pass the gift game (teacher will give
a parcel to kids to pass in circle
while playing music. When music
will stop, teacher will check who has
the parcel and that child will be out
of game).
2. Gift wrapping activity.
Short Questions, circle the correct option:
1. Who get the gift?
(a) Tim (b) Bam (c) Cam
2. Did Tim like the gift?
(a) No
(b) Yes
3. What was the gift?
(a) Tin of chips
4. Where did gift drop?
(a) In the bin
(b) gum
(b) on the table
-28-

Practice Sheet
Complete the story words,
R_ng
Gi_t
_in
Bi_
-29-

FRED STEPS
ON A BED
-30-

Meg gets a bed to rest.
He lends a red sheet from Ted.
Set sheet on the bed, Meg said.
It‟s best!
-31-

Fred steps on the bed.
He made it wet.
Wet, wet, wet
Get another for Meg, Said Ted.
Do not step on the bed, Ted said.
I am upset with your act, Meg said.
-32-

It is a jet, Meg said.
He kept the jet on the bed.
Test the jet, Ted said.
Can I help to test the jet?
Fred said.
Yes! But do not step on the bed.
-33-

I will keep a check! Meg said.
Check, check, check.
-34-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Take care of the things around them.
2. Find the short e words in the story.
My dictionary:
Step, rest, check, jet, bed, Wet, test, red, lend,
best
-35-

Suggested extra- curricular activities:
1. Feet printing on a paper sheet.
2. Jet flying activity (teacher will
make paper jets for kids)
Short Questions, circle the correct
option:
1. What is the colour of bed sheet?
(a) Red (b) yellow (c) green
2. Who step on the bed?
(a) Mag
(b) Fred
3. Where did Meg put the jet?
(a) Bed
(b) table
4. Who will keep a check?
(a) Ted
(b) Meg
-36-

Practice Sheet
Cut and paste the initial sounds in the box.
ED
ET
ET
B J W
-37-

POP THE CORNS
-38-

Tom has corns to pop for John.
John pop the corns for mom!
-39-

Get the pot to hot the corns,
Mom said.
Do you hear the sound?
What sound? John said.
Sound of corn pop in the pot,
-40-
Said Tom.

Mom dish out the hot corns
for Tom.
Wow what a tasty corn! Said Tom.
Corn for John, mom said.
-41-

I drop my corns, said John
Mop the plop! Said mom
Plop, plop, plop
Do you finish the corns? said
Tom
No, not
I dropped it.
Drop, drop, drop.
-42-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Familiar with the uses of corns.
2. Enhance two ways to cook corns.
3. Identify the short „o‟ words.
My dictionary:
Pop, corns, pot, hot, dish
mop, hear, sound
drop, plop,
-43-

Suggested extra- curricular activities:
1. Pop corns making activity.
2. Corns grilling activity.
3. Demonstration on uses of corns.
Short Questions, circle the correct option:
1. Who has corns?
(a) John (b) Mom (c) Tom
2. Who pop the corns for mom?
(a) John
(b) Mag
3. What did John drop?
(a) corn
(b) mop
4. How were the corns?
(a) Tasty
(b) Bad
-44-

Practice Sheet
Match the word „pop‟ with same ending
sound words.
Drop
Hot
POP
Plop
Mop
-45-

BUN IS YUM
-46-

Mum got a bun for Pum.
Yum, yum, yum.
Can I have one bun?
Yes, said Mum
Yum, yum, yum, Said Pum.
-47-

Wow what a tasty big bun!
Pum said.
Butter and bun, Mum said.
I take the bun in lunch, said Pum.
-48-

Sit under the sun to enjoy bun
with hum, said Mum.
Yum, yum, yum
-49-

A yum lunch with a cup of plums.
Plum, plum, plum
-50-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Eat healthy food on daily basis.
2. Prepare a cheese bun.
3. Familiar with good eating habits.
My dictionary:
Bun, yum, got, cup, plum
Lunch, under, sun, hum, enjoy
-51-

Suggested extra- curricular activities:
1. Booklet making how to make a
bun.
2. Making bun with play dough.
Short Questions, circle the correct
option:
1. What was the story name?
(a) Bun is yum (b) Pop the corn
2. What was in the cup?
(a) plums
(b) oranges
3. Where did they have lunch
(a) under shade
(b) under sun
4. How was the bu?
(a) Yum
(b) Yuck
-52-

Practice Sheet
Say and write the words.
…………………..
…………………..
-53-

TAM WITH A VAN
-54-

Tam has a van
The van has two fans.
Tam and dad like this van.
A big blue van.
-55-

Dad drags the van in sand.
Drag, drag, drag.
he van is fast, said Tam
What a fast van!
Stop the van, said Tam.
Not fast
Fast is hard to stop!
-56-

Stop, stop, stop.
A cat and rat, said Tam.
Where is cat and rat?
Just behind the blue van.
-57-

Yes! A cat and rat ran.
Ran, ran, ran
-58-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Enhance the knowledge of land
transports.
2. Identify a big blue van.
My dictionary:
Van, two, fans, blue, drag, fast, cat, rat, ran,
stop
-59-

Suggested extra- curricular activities:
1. Painting a big van
2. Performing like a van driver
3. Sharing information about land
transports.
Short Questions, circle the correct
option:
1. Who has a van?
(a) Sam
(b) Tam
2. What is the colour of van?
(a) Black
(b) Blue
3. Who was behind blue van?
(a) Cat and rat
(b) Dog and cat
4. Where did dad drag van?
(a) sand
(b) Mud
-60-

Practice Sheet
Cut and paste „an‟ words in van windows.
Ran Van fan
-61-

HOP AND JOG
-62-

Bob went out to jog.
Mom went too!
Let‟s hop, Mom said.
-63-

Bob went on the top and hop,
hop, hop, Mom said.
Stop now!
jog, jog, jog, Mom said.
-64-

I will stop, Bob said.
Now it‟s hot!
Hot, hot, hot
-65-

Bob did not stop, mom said.
Jog and hop, hop and jog.
I love to jog in park, said Bob.
It‟s hard in hot, said mom.
-66-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Familiar with the benefits of exercise.
2. Motivate others to work out on daily
basis is good for our body.
My dictionary:
Hop, jog, stop, went, hot,
park, hard, love, top, out
-67-

Suggested extra- curricular activities:
1. Arranging an exercise session
with kids.
2. Motivational discussion in circle
time.
3. Sharing benefits of healthy body
through flash cards.
Short Questions, circle the correct option:
1. Who was out to jog?
(a) Bob and mom
(b) Bob and dad
2. Was it hot?
(a) Yes
(b) No
3. Where did they jog?
(a) In home
(b) In park
-68-

Practice Sheet
Write one sight word and one short „o‟
word from the story.
Sight Word
__________________________
__________________________
__________________________
Short ‘o’ word
__________________________
__________________________
__________________________
-69-

EGG IN THE NEST
-70-

Ted and Led get up from the bed.
See an egg in the nest.
What an egg! Led said.
Wow! A big egg.
-71-

Yes, a big egg in the nest.
Do you see an egg? Led said.
Yes! I see, Ted said.
-72-

See egg is crack. Led said.
Crack, crack, crack!
Egg is crack.
“Where is the big crack egg?”
It is in the nest.
-73-

Let‟s get that egg. Led said.
No! stop, Ted said.
Let it be in the nest.
-74-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Learn how to hold an egg.
2. Familiar with short „e‟ words.
My dictionary:
Egg, nest, crack, what,
where, let, bed, get, see
-75-

Suggested extra- curricular activities:
1. Using flash cards to complete story.
2. Sight words swapping game.
3. Talk about story turn by turn.
4. Expression reading through role play.
Short Questions, circle the correct option:
1. Where is the egg?
(a) In bag
(b) In nest
2. What happen to egg?
(a) crack
(b) fell
3. Who said to get the egg?
(a) Ted
(b) Led
-76-

Practice Sheet
Colour the sight words yellow and short
„e‟ words red.
Let
get
Egg
See
You
from
-77-

BILL AND VILL
ON THE HILL
-78-

Bill near the hill.
The hill‟s top has a well
with a big bell.
Bill likes to fill water from hill.
Fill water Bill, Vill said.
Hill looks still! Bill said.
-79-

Where is the bin to fill?
Look here! Vill on the hill.
Fill , fill, fill.
A pin in the bin, Vill said.
It will sink in the tin.
-80-

The water is chill, Bill said.
How can we fill?
We can fill on a big hill.
-81-

Get down the hill to
drink a glass of milk.
Milk spill!
Spill, spill, spill
-82-

Let‟s go to a wind mill, Vill said.
What a wind mill! Vill said.
-83-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Familiar with same rhyme words of
story.
2. Sequence the story at the end.
My dictionary:
Hill, well, bell, mill, spill, fill,
will, milk, glass, near
-84-

Suggested extra- curricular activities:
1. Making of a hill with clay.
2. Sinking and floating activity.
Short Questions, circle the correct option:
1. How many characters are in the story?
(a) 3 (b) 2
2. Who is on the hill?
(a) Bill and Vill
(b) Bob
3. How is the water in the story?
(a) Hot
(b) chill
4. What did happen to milk?
(a) fill
(b) spill
-85-

Practice Sheet
Sort out the same rhyme words and put
a cross x.
Well
Hill
Spill
Milk
Mill
Chill
Bell
Will
Fill
Glass
-86-

SAM AT THE
CAMP
-87-

Sam is at sport camp.
Camp is full of champs.
Champs love to stand on the ramp.
Sam wants a gold stamp.
Work hard Sam! to win a stamp,
Frank said.
I can for my fans, Sam said.
-88-

Yes Frank! start with a bang,
Sam said.
Let‟s plan, Frank said.
Mr. Lam helps Sam.
-89-

March champs!
March, march, march, Mr.Lam said.
Sam at the start
March, march, march
-90-

What a long day!
Sam and Frank said.
Camp is fun!
Fun, fun, fun.
-91-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Familiar with the idea of camp.
2. Recognise the things required for
camping.
My dictionary:
Camp, full, stand, sport, march, stamp, start,
ramp, plan, bang
-92-

Suggested extra- curricular activities:
1. Celebration of camp day outside
in the ground.
2. Marching session with teacher
like a band.
Short Questions, circle the correct option:
1. Where is Sam in story?
(a) Sports camp
2. What is the trainer name?
(a) Mr. Fran
3. Did he enjoy at the camp?
(a) Yes
4. Who stand on the ramp?
(a) Kids
(b) at home
(b) Mr. Lam
(b) No
(b) champs
-93-

Practice Sheet
Circle the things we use for camping.
-94-

TRIP TO ZOO
-95-

Tip and Gin came home from swim.
They had food in the kitchen.
Dad came back home, Tip said.
Kids pack your bags to go zoo,
mom said.
Wow! So much fun, Gin said.
-96-

Mom can we take Rom with us?
Yes! you can.
Tip and Gin said.
-97-

It was a big zoo, Tip said.
I saw a panda and a cub.
I touched and kissed the cub,
Cub was so soft.
-98-
Gin said.

It was a good day! Mom said.
Gin and Tip were happy too!
-99-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Identify the zoo animals.
2. Familiar with word zoo.
My dictionary:
Zoo, trip, swim, food, pack, Touched, kiss,
cub, soft, happy
-100-

Suggested extra- curricular activities:
1. Preparing a zoo model.
2. Watch zoo documentary video.
3. Sharing their favourite zoo animal
pictures.
Short Questions, circle the correct option:
1. What is the story name?
(a) Trip to zoo
(b) At beach
2. Are they happy at the end?
(a) No
(b) Yes
3. How is the skin of cub?
(a) Soft
(b) rough
4. Who is saying to kids pack the bag?
(a) Dad
(b) Mom
-101-

Practice Sheet
Paste at least three pictures of zoo animals
here.
-102-

BAKE A CAKE
-103-

Jate takes his mate to bake a cake.
They went to market to get dates.
Hey Jate let‟s put the dates in the
cake before bake.
-104-

First, pay for the dates.
I have paid it! Jate said.
Where is the tray to bake?
Jate‟s mate said.
-105-

Start the cake with the first
layer of dates.
Now apply some cream on the side.
Cake is ready in the tray to bake.
-106-

I ate the cake in a plate after
baked.
Can you bake a cake in May for
my friend Bray?
He stays at my place, Mate said.
-107-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Familiar with cake baking recipe.
2. Sort out the long a word.
My dictionary:
Bake, cake, tray, ate, plate, paid, stays, May,
mate, place
-108-

Suggested extra- curricular activities:
1. Baking Day
2. Cake decoration
Short Questions, circle the correct
option:
1. What is Jate doing in the story?
(a) Washing (b) Baking
2. What is he baking?
(a) Cake
(b) Pastry
3. Where does he put the cake to bake?
(a) In plate
(b) In tray
4. What does he put in cake before bake?
(a) Dates
(b) grapes
-109-

Practice Sheet
Read and draw in the box.
Cake
Plate
Tray
-110-

ZUE HAS A SUIT
-111-

Zue has a black suit
He looks cute in suit.
His pal also wears
blue suit.
Blue, blue, blue
-112-

They both drink juice
and eat fruit.
Juice, fruit, juice, fruit
Muke and Zue see huge
numbers in a queue.
Queue, queue, queue
-113-

Zue gets a tube of glue to
stick cube.
Cube, cube, cube
Muke also sticks a cue with glue.
Glue, glue, glue
-114-

Any clue how to fix a fuse?
Said Zue.
Yes! I can fix the fuse,
aid Muke. ٍ
-115-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Enhance the understanding of fuse
repairing.
2. Search same rhyme words.
My dictionary:
Cute, juice, fruit, blue, suit, queue, glue,
clue, cue, tube
-116-

Suggested extra- curricular activities:
1. Making of 3d glue box.
3. Fuse repairing video to share with
kids.
Short Questions, circle the correct option:
1. What is the story name?
(a) Zue has a flute
(b) Zue has a suit
2. What do they stick?
(a) cube and cue
(b) juice
3. How do they stick ?
(a) with glue
(b) with fuse
4. Who is going to fix fuse?
(a) Zue
(b) Muke
-117-

Practice Sheet
Match the same rhyme words.
-118-

A TINY DIME
-119-

A tiny shiny dime for Bine.
Bine likes to collect dimes.
He always pines for dimes.
Bine has nine dimes on his dine.
-120-

When the dime is in light it
looks bright!
Bright, bright, bright
Wow what a nice dime!
-121-

Toss the dime to get a ride on
the bike, Bine said.
Can I put some dimes in a line?
Bine said.
-122-

Dimes are light up at night.
Light, light, light
What a dime for Bine!!
-123-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Enhance the knowledge of coin
money.
2. Differentiate between different
country dimes.
My dictionary:
Dime, tiny, shiny, pine, nice line, dine, ride,
light, bike
-124-

Suggested extra- curricular activities:
1. Dime tossing game
2. Dime sketching activity
Short Questions, circle the correct option:
1. Who collect dimes in story?
(a) Bine
(b) Mag
2. What to do to get a ride?
(a) Toss
(b) Pass
3. How does dime look in light?
(a) Dark
(b) Bright
4. What is the size of dime?
(a) Big
(b) Tiny
-125-

Practice Sheet
Match the dimes with the right country.
USA
UK
KSA
-126-

BOW, BOW, BOW
-127-

Get a bow for Joe, said Moe.
He puts a bow on the coat.
Bow looks good on coat, said Joe.
-128-

Bow looks wow with a coat in
snow, Moe said.
Snow, snow, snow
-129-

I have also a brown bow with a
white stole, Joe said.
Buy one more bow from a close store.
He owns many bows, Moe said.
-130-

Moe, can you show my bows to
Rose? Said Joe.
I love all bows you have, Rose said.
-131-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Set a bow on their coats.
2. Enhance the knowledge of long „o‟
words.
My dictionary:
Bow, coat, wow, stole, brown, love, show,
snow, store
-132-

Suggested extra- curricular activities:
1. Bow making activity.
2. Crazy bow show.
Short Questions, circle the correct option:
1. Where does he put bow?
(a) on coat (b) on pant
2. What is the colour of stole?
(a) Black
(b) White
3. Does he look good in bow?
(a) No
(b) Yes
4. Who get a bow for Joe?
(a) Soe
(b) Moe
-133-

Practice Sheet
-134-

BEEP, BEEP
-135-

Jeep on the street
Beep, beep, beep
Jeep is in the street? Said Leep.
See it‟s seats and speed.
-136-

Sit in the jeep and check the wheels.
Jeep leads the heap.
Beep, beep, beep
-137-

Stop the beep! clean the
seats of jeep.
Stop, stop, stop!
-138-

Keep eyes on the jeep and
stop the beep, beep, beep.
Jeep is ready and neat! Leep said.
Beep, beep, beep on the street.
-139-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Differentiate between heep and a car.
2. Familiar with jeep uses in difficult
ways.
My dictionary:
Beep, jeep, seat, neat, street, wheels, lead,
heap,
-140-

Suggested extra- curricular activities:
3. Toys jeep race
4. Riding in a jeep
Short Questions, circle the correct option:
1. Where is the jeep?
(a) On street
(b) On ground
2. Are the seats neat?
(a) Yes
(b) No
3. How many wheels does a jeep has?
(a) 3 (b) 4
4. What does jeep say?
(a) Toot, toot
(b) Beep, beep
-141-

Practice Sheet
Colour the jeep and match it with same
rhyme words.
-142-

JACK’S MAIL
-143-

Jack writes a mail to Gail.
He puts all details for Gail in
his mail.
-144-

Mail is important to sail for Gail.
Jack staple the mail in a
packet for Gail.
-145-

Mail transfers to Gail
through sail.
Gail is happy to see mail.
Here is mail, here is mail
-146-

Mail is sealed with a tape.
Read the mail!
Gail is happy to see the mail.
The mail has all details for Gail.
-147-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Familiar with the concept of mailing
a message far away.
2. Enhance the procedure to deliver a
mail through an act.
My dictionary:
Mail, sail, detail, important, transfer, seal,
happy, through
-148-

Suggested extra- curricular activities:
1. Making of a mail box.
2. Mail a letter to your dad or mom.
Short Questions, circle the correct option:
1. Who was writing the mail?
(a) Jack
(b) Mac
2. How did mail transfer?
(a) Sail
(b) Bus
3. Who was happy to see mail?
(a) Gail
(b) Jail
4. was the mail important?
(a) No
(b) Yes
-149-

Practice Sheet
Drop ai words in mailbox.
-150-

ON A BEACH
-151-

Reem and Zeem are on the
beach with some seeds.
They play with sand and eat
some beans.
-152-

A Bee comes with BUZZ, BUZZ
Reem and Zeem do not like
bee on the food sheet.
Where it comes from? Reem said
She will spoil our treat, said Zeem
-153-

feed bee with sweet, said both.
Feed, feed, feed.
I fed her, said Zeem.
Clean teeth after this meal,
-154-
Said Reem.

Jump in the sea to swim,
Reem said.
We will take tea
and free.
Free, free, free
-155-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Arrange beach picnic in school
(sand area will be used).
2. Identify the things they take on
beach.
My dictionary:
Beach, seeds, beans, buzz, teeth, sheet, feed,
spoil, treat, meal
-156-

Suggested extra- curricular activities:
1. Preparing a beach model.
2. Beach party in class.
Short Questions, circle the correct option:
1. Do Zeem and Reem like bee?
(a) Yes
(b) No
2. Who could spoil their treat?
(a) Ant
(b) Bee
3. Where is the bee?
(a) On food sheet
(b) In Tea
4. Who is feeding the bee?
(a) Zeem
(b) Leen
-157-

Practice Sheet
Circle the things we use for beach picnic.
-158-

BOAT IS BOARD
-159-

Joy has a boat, it moves slow.
He puts an oar and rope to row.
Boat is ready to board.
Board, board, board.
-160-

Board on the boat.
Joy moves a big stone in front
of the boat.
Boat is ready to board.
Come fast in the boat, Joy said.
We will leave the shore,
just few minutes more.
-161-

Wait for me! I must load a
hose before leave the shore,
Roge said.
Yes, we are done with load!
Roge said.
-162-

Now, it‟s time to board the boat,
Joy said.
I forgot to put a stove on the boat,
Roge said.
-163-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Recognise water transports.
2. Drive a boat by using row as an act.
3. Sing a song row, row, row your
boat…..
My dictionary:
Boat, board, rope, row, more, hose, load,
shore, stove, slow
-164-

Suggested extra- curricular activities:
1. Craft boat making activity.
2. Big boat row skit
Short Questions, circle the correct option:
1. What did he forget to put in boat?
(a) Chair
(b) stove
2. How many characters are in the story?
(a) 2 (b) 3
3. Who was loading the hose?
(a) Roge
(b) Bob
4. Who has a boat?
(a) Roge
(b) Joy
-165-

Practice Sheet
Read and colour the story words.
boat
rope
row
hose
stove
-166-

WHAT A CAR!
-167-

It‟s my car.
I like it so much.
It has four black wheels.
-168-

The car has two
lovely head lights.
Its color is green with blue stripes.
My dad drives it slowly.
It has also a loud horn, says
Peep, peep, peep
-169-

We always park it under the shade.
I am happy to have it.
Wow what a car we have!!
-170-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Enhance the knowledge of new sight
words.
2. Read these sight words.
My dictionary:
What, like, much, with, says, two, always,
wow, we, have
-171-

Suggested extra- curricular activities:
1. Collage work in a big car.
2. Sorting the sight words of story
by printing.
Short Questions, circle the correct option:
1. What is the colour of car?
(a) Green and blue
(b) Red
2. How is the sound of horn?
(a) loud
(b) light
3. Where does they park the car?
(a) Under shade
(b) on road
4. How many wheels does a car has?
(a) 3 (b) 4
-172-

Practice Sheet
Read it.
Find and circle.
have wow much
what two Like
says we with
-173-

NEW YARD
-174-

John set a new yard.
He set the yard with flowers.
I liked his new yard.
He planted few roses in the yard.
-175-

He fixed the swings too for all.
All kids enjoyed in the yard.
They also played with a ball.
-176-

I want the same fresh yard
in my house.
Fresh, fresh yard
-177-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Arrange the house yard with plants.
2. Take care of the plants around them.
My dictionary:
They, He, flowers, few, same, my, in, enjoy,
played
-178-

Suggested extra- curricular activities:
1. Setting a small yard in the ground
2. Germination day
Short Questions, circle the correct option:
1. What is the story name?
(a) New Yard (b) Garden
2. How did they set yard?
(a) Flowers
(b) leaves
3. What did they plant in the yard?
(a) Roses
(b) apples
4. Did they play with a ball?
(a) No
(b) Yes
-179-

Practice Sheet
Arrange the words & write.
ym
…………………………………………………
…………………………………………………
wef
eh
…………………………………………………
-180-

A SCARY DREAM!
-181-

Branda often dreams.
She heard a story of ugly big troll.
She dreamed later about troll.
The troll was very big and so ugly.
-182-

She was fighting with troll in
her dream.
She was scared too in her dream.
-183-

She woke up from dream and
relaxed, it‟s over.
Thank God! It was a dream.
-184-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Re-narrate the whole story.
2. Recite a prayer before sleep.
My dictionary:
Scary, from, with, was, over, it, she, often,
about, too, troll
-185-

Suggested extra- curricular activities:
1. Painting a troll
2. Drawing of your dreams
Short Questions, circle the correct option:
1. What did Branda see in the dream?
(a) Troll (b) Doll
2. Did she scare?
(a) Yes
(b) No
3. How was the troll?
(a) Ugly
(b) Beautiful
4. What was the colour of troll?
(a) Red
(b) Green
-186-

Practice Sheet
Use green crayon to colour troll.
-187-

SWINGS AT THE LAKE
-188-

Kids went to the lake.
Lake view was lovely!
They found many swings there.
They were so happy to see swings.
-189-

Tam climbed up on a web net
swing.
He loved it!
-190-

Jem also sat on a see- saw.
See-saw went up and down.
It was fun!
Later, they all enjoyed a rope
swing too!
-191-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Familiar with different rides and
swings.
2. Differentiate between a lake and sea.
My dictionary:
At, went, were, so, also, later, all, there, view,
happy
-192-

Suggested extra- curricular activities:
1. A school picnic in the playground.
2. Preparing a lake model.
Short Questions, circle the correct
option:
1. Where did kids go for swings?
(a) Lake
(b) Sea
2. Where did Tam climb up?
(a) Web net
(b) Slide
3. Where did Jem sit?
(a) Swing
(b) See-saw
4. Did they enjoy the swings?
(a) No
(b) Yes
-193-

Practice Sheet
Paste the story sight words in the pie
chart
-194-

PARTY IS HERE!
-195-

Walf wants a party at his
house.
He got his toys for his
friends.
-196-

He also baked a pie for all.
He set the table with a flower vase.
The table is ready with food.
-197-

He got some drinks too!
His friends were excited too!
They had so much fun.
It was a great party! Walf said.
-198-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. Familiar with the things required
to arrange a party.
2. Memorise the procedure to bake a
pie.
My dictionary:
Party, here, his, for, was, much, were, great,
had, at
-199-

Suggested extra- curricular activities:
1. Party booklet (pasting the
pictures of food items we
arrange for a party).
Short Questions, circle the correct
option:
1. Who arranged the party for kids ?
(a) Walf
(b) Dad
2. What did he put on the table?
(a) Glass
(b) Vase
3. Who was excited?
(a) Walf friends
(b) Dad friends
4. What did he bake?
(a) Pie
(b) Cake
-200-

Practice Sheet
Cross the things we arrange in party.
-201-

MAGIC SHOW
-202-

Candy got ready to watch
a magic show.
He was so happy.
Dad took him to the show.
He sat in the first row.
-203-

Show was full with people.
There was a huge crowd.
Candy enjoyed the magic tricks.
He clapped so hard.
-204-

He came back home and told
his mom all tricks of magic
show.
The show was great!
-205-

Reading Guidelines
Skills to Advance:
Kids should be able to develop the ability to:
1. try some magic tricks.
2. Differentiate between a simple
show and a magic show.
My dictionary:
Magic, watch, him, first, there, people,
clapped, show, of, the
-206-

Suggested extra- curricular activities:
1. Magic show arrangement.
2. Magic hat game.
Short Questions, circle the correct
option:
1. Who was ready to watch the show?
(a) Branda
(b) Candy
2. Where did he sit?
(a) Second row
(b) First row
3. How was the crowd?
(a) Huge
(b) small
4. Did Candy enjoy the show?
(a) Yes
(b) No
-207-

Practice Sheet
Cut and past the sight words in magic hat.
-208-