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    Forgetful Frida
    Mr. Frick is Very Sick
    Casey’s Carrot Cake
    Robert and the Robot
    What Did the Dinosaur Do?
    What Animal Can I Be?
    Tidy Town’s Thief
    Marvin’s Tree
    3
    three
    Reading stories is a fundamental part of children’s lives. Through
    literature, children are able to explore and understand the world
    around them. Not only does reading help them acquire phonemic
    awareness, but it also expands their vocabulary and enhances their
    knowledge of how language works.
    Exposing children to stories is one of the best ways to stimulate their
    imagination, memory, language and cognitive skills, and helps to
    prepare them to understand the written word. Reading to a child
    also creates a bond between the listener and the reader, giving both
    of them a chance to discuss the story and topics related to that
    story. Furthermore, early reading helps preschoolers develop logical
    thinking, as they have to judge characters and situations, recognize
    cause and effect and identify the sequence of events in a story.
    The Reading Cycle
    The reading cycle comprises three stages: pre-reading, while reading
    and post-reading.
    Pre-reading activities prepare children for reading by activating
    their prior knowledge about the topic featured in the story. They also
    establish a reason to read the story and help review or teach new
    vocabulary. Through these activities, teachers help students activate
    their background knowledge and provide the necessary information
    to make the story clear and appealing.
    While reading activities help check children’s comprehension as
    they read, by making them identify the characters and the main or
    specic ideas or events in the story. They provide children with the
    opportunity to ask questions, revise predictions and create mental
    images of the characters and events.
    Post-reading is the stage that gives children the chance to build up
    on their knowledge of the world, as they add new concepts to the
    existing ones through reading. Besides this, it also provides them with
    the opportunity to relate the text to their own experiences, the world
    and other texts that they may have read.
    Involving students in activities that allow them to complete the
    reading cycle serves two purposes: on the one hand, it will help their
    understanding and enjoyment of the story. On the other, it will help
    them become familiar with the reading strategies that they will use in
    the following school years.
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    4
    four
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    Cricket Tales
    Cricket Tales is a series of three books with fun reading activities
    related to each of the stories from Crickets, Richmond’s preschool
    series. The activities have been carefully designed to foster children’s
    reading comprehension skills and to help them link the characters
    and events to their own experiences.
    There are two illustrated activities per story aimed at developing
    pre-reading and post-reading strategies. The teacher will nd detailed
    instructions for those activities in the Instructions pages. A while
    reading activity per story is also included so that the reading cycle is
    complete. While reading activities appear below the instructions for
    the pre-reading activities.
    Students can use the pre-reading and post-reading activity
    handouts in class, or they can take them home to start working
    with the story and round up their response to it. The while reading
    activities, designed to have students actively involved in the reading
    of the story, can be used in class to clarify or consolidate information
    to make reading a more enjoyable and satisfying experience that is
    shared between the teacher and the class.
    The Teacher’s Resource CD includes extra pre-reading, while reading
    and post-reading activities that you can use depending on the
    needs of your students or the amount of class time available.
    U
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    5
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    F
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    a
    ve
    Write and trace. Cut.
    book
    crayon
    glue stick
    paintbrush
    notebook
    pencil
    6
    Unit 1
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    six
    Forgetful Frida
    Pre-reading
    Materials: crayons, scissors, Class CD, Story Cards Unit 1
    Instructions:
    Show Story Card Scene 1 and point to the character and the setting.
    Introduce them. Say She is Frida. Where is Frida going? Encourage
    students to say She’s going to school. Then call students’ attention
    to the pictures on page 5. Tell them they are the school objects Frida
    uses. Ask students to write the words and trace them. Next, have
    them color the objects and then cut out the cards. Encourage them
    to say in which classes they use those objects; for example, We use
    a crayon in art class. Finally, ask students to check when Frida uses
    those objects as they listen to the story (Track 11). Keep students’
    work in their portfolios.
    While Reading
    Materials: Class CD, cards from the Pre-reading activity
    Instructions:
    Play Track 11 again and have students follow the story in their
    Student’s Books. Play the track once more and ask students What
    does Frida forget on Monday? Help them answer She forgets her
    paintbrush. Encourage them to hold up the corresponding card. Ask
    about the other two days What does she forget on Tuesday? What
    does she forget on Wednesday? Help students answer and show the
    corresponding cards.
    U
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    7
    1
    seven
    F
    o
    r
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    f
    u
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    F
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    a
    P
    o
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    Look and color. Say.
    8
    Unit 1
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    Forgetful Frida
    Post-reading
    Materials: crayons, Story Cards Unit 1
    Instructions:
    Show students the Story Cards and encourage them to retell
    the story. Then ask them to color the frames of the picture that
    shows the events from the story. If necessary, help students notice
    that, in one of the pictures, Frida is not asking for the actual objects
    she asks for in the story. Keep students’ work in their portfolios.
    See more pre-reading, while reading and post-reading activities on
    the Teacher’s Resource CD. Use them depending on the needs of
    your class.
    eight
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    9
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    2
    Write and match.
    M
    r
    .
    F
    r
    i
    c
    k
    i
    s
    V
    e
    r
    y
    S
    i
    c
    k
    nine
    sore throat
    headache
    stomachache
    fever
    10
    I
    n
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    s
    Mr. Frick is Very Sick
    Pre-reading
    Materials: colored pencils, Class CD, Story Cards Unit 2
    Instructions:
    Show Story Card Scene 2, point to the characters and introduce
    them. Say She is a doctor. He’s Mr. Frick. What’s the matter with
    Mr. Frick? Encourage students to say He’s sick. Then draw their
    attention to the pictures on page 9. Tell them the pictures are of
    some of the problems people can have as a result of being sick.
    Help them name the health problems as they point to the pictures.
    Next, have them write and read the words. Encourage them to match
    the words with the corresponding pictures. Finally, invite students to
    say which health problems they think Mr. Frick has in the story. Ask
    What do you think is Mr. Frick’s problem? A sore throat? A headache?
    A fever? A stomachache? Have them check their answers as they
    listen to the rest of the story (Track 23). Keep students’ work in their
    portfolios.
    While Reading
    Materials: Class CD, Story Cards Unit 2
    Preparation: Display Story Cards Unit 2 on the board.
    Instructions:
    Play Track 23 again and have students follow the story in their
    Student’s Books. Play the track once more and have them touch
    the corresponding part of the body when a health problem is
    mentioned in the story. For example, they have to touch their
    forehead when the word fever is mentioned.
    Unit 2
    ten
    U
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    11
    Color and cut. Paste.
    P
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    a
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    M
    r
    .
    F
    r
    i
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    k
    i
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    V
    e
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    y
    S
    i
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    2
    eleven
    12
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    Mr. Frick is Very Sick
    Post-reading
    Materials: crayons, scissors, glue stick, Class CD, Story Cards Unit 2
    Instructions:
    Show students the Story Cards and encourage them to retell the
    story. Then help them name and color the pictures. Next, point to the
    picture of the doctor’s bag and explain to students that doctors use
    it to keep the things they need to help sick people.
    Tell students to cut out the pictures. Ask them to pick up the ones
    that helped Mr. Frick solve his problems in the story. Tell students to
    paste only those pictures into the doctor’s bag. If necessary, play
    Track 23 again as you show students the Story Cards. Keep students’
    work in their portfolios.
    See more pre-reading, while reading and post-reading activities on
    the Teacher’s Resource CD. Use them depending on the needs of
    your class.
    Unit 2
    twelve
    U
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    P
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    Cut and paste. Write.
    3
    C
    a
    s
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    y
    ’
    s
    C
    a
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    C
    a
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    thirteen
    milkflour
    eggscarrots
    Ingredients
    14
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    Unit 3
    Casey’s Carrot Cake
    Pre-reading
    Materials: colored pencils, scissors, glue stick, drawings or magazine
    pictures of a salad, a milkshake, a cake and an omelet, Class CD,
    Story Cards Unit 3
    Instructions:
    Show Story Card Scene 1 and point to the main character and
    introduce her. Say She is Casey the cat. She is going to prepare
    something to eat. Point to the list on page 13 and ask What’s this?
    Help students answer It is a list of ingredients. Explain to students that
    ingredients are the things she needs to prepare the cake. Encourage
    students to read the words. Then point to the pictures of the carrots
    on page 13 and ask What are these? and have students answer.
    Next, tell them to write the corresponding word. Do the same with
    the rest of the pictures and words. Finally, have them color, cut out
    and paste the pictures of the food next to the corresponding word
    on the list. Then ask students What can you make with carrots? Show
    the picture of the salad (see Materials) and help them answer We
    can make a salad. Do the same with the rest of the ingredients; show
    students the pictures of the milkshake, the cake, and the omelet (see
    Materials) to help them answer. Finally, say Casey needs carrots, our,
    eggs and milk. What is she’s going to make? Have them check their
    answers as they listen to the story (Track 37). Keep students’ work in
    their portfolios.
    While Reading
    Materials: Class CD, Story Cards Unit 3, picture of a rst prize medal
    Preparation: Display Story Cards Unit 3 on the board.
    Instructions:
    Play Track 37 again up to Scene 3. Stop the recording and ask What
    does Casey want to do with the cake? Show the picture of the medal
    (see Materials) and help students answer She wants to win rst prize
    at the cake show. Ask Who is going to help Casey? Who is going
    to give Casey some carrots? Play the track again and encourage
    students to say Robbie the rabbit. He gives her some carrots. Ask
    them to go to the front and point to the corresponding character in
    the Story Cards. Do the same with the rest of the ingredients and the
    characters.
    fourteen
    U
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    15
    Color and decorate.
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    ’
    s
    C
    a
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    3
    fteen
    16
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    Casey’s Carrot Cake
    Post-reading
    Materials: crayons, scissors, glue stick, glitter, sequins, confetti,
    Story Cards Unit 3
    Instructions:
    Show students the Story Cards and encourage them to retell the
    story. Then call their attention to the picture on page 15. Ask them
    What is this? and help them answer It’s a cake. Tell students to color
    their own cake for a cake show. Encourage them to decorate it with
    sequins, glitter or confetti. Write Cake Show on the board and display
    their nal work on the classroom walls. If possible, invite parents or
    other students to the exhibition. Keep students’ work in their portfolios.
    See more pre-reading, while reading and post-reading activities on
    the Teacher’s Resource CD. Use them depending on the needs of
    your class.
    Unit 3
    sixteen
    U
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    P
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    Connect and say.
    R
    o
    b
    e
    r
    t
    a
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    d
    t
    h
    e
    R
    o
    b
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    4
    seventeen
    18
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    Unit 4
    Robert and the Robot
    Pre-reading
    Materials: colored pencils, Class CD
    Instructions:
    Explain to students they are going to listen to a story about a messy
    house. Explain the meaning of messy (something that is not clean
    and is lacking order). Show students the scene on page 17 and
    say Look, this is a messy kitchen. Then tell students to join the dots
    in order to discover the character in the picture. Once they have
    nished, say Look, it’s a robot! Have them say Robot. Elicit from
    students what they think the robot can do in a messy house. Next,
    play Track 50 and have them check their predictions as they listen to
    the story. Keep students’ work in their portfolios.
    While Reading
    Materials: Class CD, Story Cards Unit 4
    Preparation: Display Story Cards Unit 4 on the board.
    Instructions:
    Play Track 50 again. Stop the recording after each scene. Point to
    each Story Card and ask students how the characters –Robert, his
    family and the robot– feel. Encourage students to say why they think
    the characters feel like that. Finally, have them say how they would
    feel if they were Robert, Robert’s parents or the robot.
    eighteen
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    Color and cut. Act out.
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    R
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    R
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    nineteen
    20
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    Robert and the Robot
    Post-reading
    Materials: crayons, glue stick, glitter, cardboard paper, scissors,
    elastic bands, Class CD, Story Cards Unit 4
    Instructions:
    Show students the Story Cards and encourage them to retell the
    story. Then draw their attention to the picture on page 19. Ask them
    What is this? and help them reply It is a robot. Say Yes, this is a robot
    mask. Tell students to color the mask and decorate it with glitter. Ask
    them to cut out the mask, glue it onto cardboard paper and then
    cut it out again. Help them cut out the eyes and insert the elastic
    band to hold the mask in place. Finally, ask students to wear their
    masks and play Simon Says. Give commands such as Simon Says
    set the table, wash the dishes, make the bed, put away the toys, take
    out the garbage and collect the leaves. Encourage students to act
    out the actions moving like robots. If necessary, play Track 50 again
    as you show students the Story Cards. Keep students’ work in their
    portfolios.
    See more pre-reading, while reading and post-reading activities on
    the Teacher’s Resource CD. Use them depending on the needs of
    your class.
    Unit 4
    twenty
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    Read and look. Circle.
    W
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    D
    i
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    D
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    D
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    ?
    twenty-one
    Yes No
    Yes No
    Did the dinosaur go to
    the movies?
    Did the dinosaur go to
    ballet class?
    22
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    What Did the Dinosaur Do?
    Pre-reading
    Materials: colored pencils, Class CD
    Instructions:
    Explain to students they are going to listen to a story about two
    dinosaurs and the things they did on the weekend. Encourage
    students to say which are the weekend days (Saturday and
    Sunday). Show them the pictures on page 21 and say Look at the
    boy dinosaur. This is what he did on the weekend. Did he go to the
    movies? Have students read the question, as they point to each
    word. Then tell them to look at the picture and circle Yes or No,
    according to what they see. Do the same with the picture of the girl
    dinosaur. Next, play Track 62 and have them check their answers as
    they listen to the story. Keep students’ work in their portfolios.
    While Reading
    Materials: Story Cards Unit 5, Class CD
    Preparation: Display Story Cards Unit 5 on the board.
    Instructions:
    Play Track 62. Have students follow the story in their Student’s Books.
    Play the track again and encourage several students to answer
    the questions they hear in the story saying Yes, he did. / Yes, she
    did. No, he didn’t. / No, she didn’t. Encourage them to point to the
    corresponding pictures in the Story Cards and in their Student’s Book.
    Next, play Track 62 again and have students clap when they hear
    words that rhyme, like Saturday-way, Crooze-bruise, Sunday-way.
    Unit 5
    twenty-two
    U
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    Write and draw. Say.
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    D
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    a
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    D
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    5
    twenty-three
    Saturday
    Sunday
    24
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    Unit 5
    What Did the Dinosaur Do?
    Post-reading
    Materials: crayons, Story Cards Unit 5
    Instructions:
    Show students the Story Cards and encourage them to retell the
    story. Then tell them I went to the movies on Saturday. I went to the
    supermarket on Sunday. What did you do on the weekend? Elicit
    answers from different students. Next, ask the whole group to write
    the words on page 23. Help them read both words and ask them to
    draw what they did on Saturday and Sunday in the corresponding
    spaces. Next, have them work in pairs. Encourage them to show their
    drawings to their partner and ask What did you do on the weekend?
    Monitor the activity and help students answer. Keep students’ work in
    their portfolios.
    See more pre-reading, while reading and post-reading activities on
    the Teacher’s Resource CD. Use them depending on the needs of
    your class.
    twenty-four
    U
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    Read. Cut and paste.
    W
    h
    a
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    A
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    a
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    C
    a
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    ?
    6
    twenty-five
    long neck
    and hoofs
    big mouth
    and tail
    claws and
    paws
    tail and
    pouch
    26
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    What Animal Can I Be?
    Pre-reading
    Materials: colored pencils, scissors, glue stick, Class CD
    Instructions:
    Draw students’ attention to the pictures. Point to each picture and
    encourage them to name the animals. Have them color the pictures.
    Then help students read the words on the labels and cut them
    out. Help them read the characteristics, and ask them to look at
    the pictures and hold up the label with the characteristics of each
    animal. Next, tell them to paste the labels in the space below the
    corresponding picture. Elicit from students the characteristics these
    animals have in common; for example, which animals have fur or
    a tail, etc. Finally, play Track 75 and have students check what the
    animals have in common as they listen to the story. Keep students’
    work in their portfolios.
    While Reading
    Materials: Class CD, Story Cards Unit 6
    Instructions:
    Play Track 75. Have students follow the story in their Student’s Books.
    Hold up Story Card Scene 1, point to the kangaroo and say Karen
    doesn’t want to be a kangaroo. She thinks its… Let students nish the
    sentence saying Boring. Hold up Story Card Scene 2 and say Karen
    goes to the zoo. She wants to see the other animals and be like one
    of them. What animals does she visit? Help students answer.
    Show the Story Cards with the bear and the giraffe and ask Does
    Karen want to be like the bear? Does she want to be like the giraffe?
    Help them answer.
    Unit 6
    twenty-six
    U
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    Color and make. Say.
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    W
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    A
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    a
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    B
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    ?
    twenty-seven
    27
    paste here
    paste here
    paste here
    paste here
    28
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    Unit 6
    What Animal Can I Be?
    Post-reading
    Materials: crayons, scissors, glue stick, Story Cards Unit 6
    Instructions:
    Show students the Story Cards and encourage them to retell the
    story. Then point to the pictures of the characters and say Karen
    doesn’t want to be a kangaroo. Does she want to be a bear?
    Does she want to be a giraffe? Does she want to be a crocodile?
    Encourage students to answer No, she doesn’t want to have paws
    and big claws. No, she doesn’t want to have a long neck, long legs,
    and hoofs. No, she doesn’t want to have a big mouth and short legs.
    Next, have them color the pictures. Help them cut out the pieces
    and paste the pieces carefully to make a booklet. Then tell students
    to lift the pieces in random order to make different combinations of
    animals’ body parts. Encourage them to describe each combination;
    for example It’s a bear, with hoofs and short legs. Finally, have
    students show you the body Karen the kangaroo is happy with,
    according to the story. If necessary, play Track 75 again as you show
    students the Story Cards. Keep students’ work in their portfolios.
    See more pre-reading, while reading and post-reading activities on
    the Teacher’s Resource CD. Use them depending on the needs of
    your class.
    twenty-eight
    U
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    Write and match.
    7
    T
    i
    d
    y
    T
    o
    w
    n
    ’
    s
    T
    h
    i
    e
    f
    twenty-nine
    f
    iref
    ighter
    waiter
    lifeguard
    police of
    f
    icer
    dog
    30
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    Unit 7
    Tidy Town’s Thief
    Pre-reading
    Materials: colored pencils, Class CD
    Instructions:
    Draw students’ attention to the pictures. Point to each picture and
    encourage them to identify the professions and the animal. Then
    encourage students to read and write the words. Ask them to trace
    a line to match the picture with the corresponding word. Next, say
    an action and have students say the profession it is related to. Say
    Direct trafc, Put out re, Serve food and Rescue people. Encourage
    students to say Police ofcer, Fireghter, Waiter and Lifeguard,
    respectively, and point to the corresponding words on page 27.
    Point to the hose and say What is it? Have students reply A hose.
    Explain what a thief is and ask students what they think the dog is
    doing with the hose. Finally, play Track 86 and have them check their
    predictions. Keep students’ work in their portfolios.
    While Reading
    Materials: Class CD, Story Cards Unit 7
    Preparation: Display the Story Cards, in disorder, on the board.
    Instructions:
    Play Track 86. Have students follow the story in their Student’s Books.
    Then show Story Card Scene 1 and say First the reghter and the
    police ofcer go after the dog. Who’s next? Encourage different
    students to go to the front and choose the Story Card that shows the
    next scene (the waiter, the reghter and the police ofcer after the
    dog). Do the same with the rest of the scenes. If necessary, play the
    track again to help students answer.
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    Look and circle.
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    Yes No
    Yes No
    Don’t do it again!
    Don’t do it again!
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    Tidy Town’s Thief
    Post-reading
    Materials: colored pencils, Class CD, Story Cards Unit 7
    Instructions:
    Show students the Story Cards and encourage them to retell the
    story. Then point to the pictures on page 31 and have students say
    which story they come from. Help them identify the characters and
    ask them to circle Yes if the scene shows what happened at the end
    of the story or No if it does not. Encourage students to justify their
    answer. For example, help them see that the rst scene is not in the
    story, as it is a girl, and not the police ofcer, who says “Don’t do it
    again.” Play Track 86 again as you show students the Story Cards to
    help them check their choice. Keep students’ work in their portfolios.
    See more pre-reading, while reading and post-reading activities on
    the Teacher’s Resource CD. Use them depending on the needs of
    your class.
    Unit 7
    thirty-two
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    Marvin’s Tree
    Pre-reading
    Materials: colored pencils, scissors, glue stick, Class CD
    Instructions:
    Draw students’ attention to the pictures. Point to each picture and
    encourage them to identify the places and the animals. Then ask
    students Who lives in the jungle? Who lives in the savannah?, etc.
    Encourage students to answer naming any of the animals in the
    pictures. Next, have them cut out the pictures of the animals and
    paste them in the correct habitat. Tell students to color the pictures.
    Once students have nished, encourage them to say A rat lives in
    the city. A monkey lives in the jungle, etc. Next, say This is a story
    about a monkey. He goes to the city, to the savannah and to the
    forest. Do you think he’s happy or sad? Elicit opinions from students.
    Finally, play Track 96 and have them check their predictions. Keep
    students’ work in their portfolios.
    While Reading
    Materials: Class CD, Story Cards Unit 8
    Preparation: Display the Story Cards on the board.
    Instructions:
    Play Track 96. Have students follow the story in their Student’s Books.
    Then show the Story Cards, one by one, and ask and answer
    comprehension questions. For example, show Story Card Scene
    1; point to the monkey and say What’s his name? Where does he
    live? (Pointing to the truck) What’s this? Encourage students to
    answer. Show Story Card Scene 2 and ask Where’s Marvin? Who
    lives in the city? Does Marvin eat garbage? Do the same with the
    rest of the scenes. If necessary, play the track again to help students
    answer.
    Unit 8
    thirty-four
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    Trace and draw. Say.
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    Marvin’s Tree
    Post-reading
    Materials: colored pencils, Story Cards Unit 8
    Instructions:
    Show students the Story Cards and encourage them to retell the
    story. Then point to the pictures on page 35 and have students
    say which story they come from. Encourage them to say the title of
    the story. Help them identify the characters and elicit what every
    character likes to eat, according to the story. Then have them trace
    over the line from the character to the blank circle. Encourage
    students to draw the corresponding food. Ask them to justify their
    choice. For example, help them point to the story scenes where each
    character says what they eat. Finally, have them draw themselves
    in the picture on the left and draw what they like to eat in the circle.
    Encourage them to say I like… Keep students’ work in their portfolios.
    See more pre-reading, while reading and post-reading activities on
    the Teacher’s Resource CD. Use them depending on the needs of
    your class.
    Unit 8
    thirty-six
    Components
    • Student's Book
    • Practice Book
    • Student's CD
    • Cricket Tales
    • Teacher's Guide
    • Teacher's Resource CD
    • Class CD
    • Story Cards
    • Flashcards
    • Classroom Language Flashcards
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