Procedure
1. Warm-up: Before Reading(5 min.)
    Brainstorming(see the attachment #1): about 'rooms in a house'
    Qs - What are there in the bedroom / bathroom / living room / kitchen?
         - What do you do in the bedroom / bathroom / living room / kitchen?


2. Presentation: Before Reading(10 min.)
   a. Scanning - First, look at the cover of the storybook and talk about 'who'(man characters) and 'where' and 'when'(settings) and second, let the students quickly scan though the story one page by one and quickly ask them about key words.

   b. Skimming the text - by letting the students quickly skim though the story quickly and ask them what the main idea is.  There are more questions you can ask for example, 'What is the problem?' and 'What would happen next?(Prediction)


3. Practice: While Reading(30 min.)
   a. Read aloud: by groups first (Stop Game: one group starts reading aloud in class until the other group finds out that someone in the first group makes a mistake and them the other group takes a turn to read / Role-Reading: each group chooses a role of the characters from the story and read one's part) and then individually

   b. Comprehension - should be checked by asking the students ithe factual, inferential and critical thinking questions.
         Factual Questions
            e.g. How many bears are there in the house?
                  There are three bears in the house.        

         Inferential Questions
            e.g. Why did the bears decide to go for a walk?
                   Because the porridge was too hot.  They needed some time for the porridge to be cooled off.

         Critical Thinking Questions
            e.g. Do you think Goldilocks will never come back to the Bear's house?  Why or why not?
                  
   c. 'Questions' - Who said it? / When and where did he say it ? / Why did he say it?
            e.g. 'Someone's been eating my porridge.' - Baby bear said it when he saw his bowl on the table in the kitchen.  Because bowl was filled with porridge before they went for a walk, but it's empty now.

   d. Making Sentence Game (by Spinning the Wheel game: see the attachment #2) - 2 teams take turns to spin the wheel of the key words from the story and make a sentence using the word they have.


4. Evaluation: After Reading(10 min.)
Informaiton Tranfer(see the attachment #3): Using the chart to fill in the blanks to organize the storyline (e.g. Story Map: Who / Where / When / What was the problem? / What happended at the end?)


5. Application: After Reading(20 min.)
   a. Summarizing: Retell the story with the student's own words by ordering the key pictures.

   b. Play: Students make hats or finger puppents for the roles to act out a play

   c. Portfolio Assignment: Making a mini-book : Personalization(Presentation) - students make their own mini-books by drawing a key picture and writing a sentence for each.
* Reading Journal (see the attachment #4)