Grade Core Knowledge Language Arts® • New York Edition • Skills Strand Unit Teacher Guide S Unit Teacher Guide Skills Strand GRADE Core Knowledge Language Arts® New York Edition Creative Commons Licensing This work is licensed under a Creative Commons AttributionNonCommercial-ShareAlike 3.0 Unported License You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons AttributionNonCommercial-ShareAlike 3.0 Unported License This does not in any way imply that the Core Knowledge Foundation endorses this work Noncommercial — You may not use this work for commercial purposes Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work The best way to this is with a link to this web page: http://creativecommons.org/licenses/by-nc-sa/3.0/ Copyright © 2013 Core Knowledge Foundation www.coreknowledge.org All Rights Reserved Core Knowledge Language Arts, Listening & Learning, and Tell It Again! are trademarks of the Core Knowledge Foundation Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners References herein should not be regarded as affecting the validity of said trademarks and trade names Table of Contents Unit Teacher Guide Alignment Chart for Unit v Introduction Lesson 1: Spelling Alternatives for /er/: ‘er’, ‘ur’, ‘ir’ Lesson 2: Spelling Alternatives for /er/: ‘er’, ‘ur’, ‘ir’ 14 Lesson 3: Spelling Alternative for /i/: ‘y’ 22 Lesson 4: Tricky Spelling ‘i’; Spelling Alternatives for /ie/: ‘i’ in One-Syllable Words 29 Lesson 5: Spelling Alternative for /ie/: ‘igh’ 38 Lesson 6: Spelling Alternative for /ie/: ‘y’; Changing ‘y’ to ‘i’ and Adding –es 47 Lesson 7: Regular and Irregular Plural Nouns 56 Lesson 8: Tricky Spelling ‘o’; Spelling Alternative for /oe/: ‘o’ in One-Syllable Words 61 Lesson 9: Spelling Alternative for /oe/: ‘ow’; Tricky Spelling ‘ow’ 70 Lesson 10: Regular and Irregular Singular and Plural Nouns 77 Lesson 11: Tricky Spelling ‘e’; Spelling Alternative for /ee/: ‘e’ 83 Lesson 12: Proper Nouns; Introduction to a Persuasive Letter 92 Lesson 13: Proper Nouns; Planning a Persuasive Letter 98 Lesson 14: Introduction of to be as a Verb; Drafting a Persuasive Letter 102 Lesson 15: Drafting a Persuasive Letter 106 Lesson 16: Editing a Persuasive Letter 115 Lesson 17: Tricky Spelling ‘y’; Spelling Alternatives for /ee/: ‘y’, ‘ey’ 119 Lesson 18: Changing ‘y’ to ‘i’ and Adding –es 130 Lesson 19: Review of to be Verbs 136 Lesson 20: Grammar Review 141 Lesson 21: Spelling Alternative for /aw/: ‘a’ + ‘I’ 145 Lesson 22: Assessment 150 Lessons 23–25: Assessment and Small Group Activities 155 Pausing Point 163 Appendix: Using Chunking To Decode Multi-Syllable Words 177 Teacher Resources 183 Workbook Answer Key 188 iv © 2013 Core Knowledge Foundation Unit | Alignment Chart © 2013 Core Knowledge Foundation v CKLA Goal(s) STD RL.2.7   Use information gained from the illustrations and words in a text read independently to demonstrate understanding of its characters, setting, or plot            Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot Integration of Knowledge and Ideas CKLA Goal(s)  Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud  Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud  STD RL.2.6 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 CKLA Goal(s) Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction text read independently Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text Lesson STD RL.2.1 Key Ideas and Details Reading Standards for Literature: Grade Alignment Chart for Unit The following chart demonstrates alignment between the Common Core State Standards and corresponding Core Knowledge Language Arts (CKLA) goals Alignment Chart for Unit vi Unit | Alignment Chart © 2013 Core Knowledge Foundation 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/ informational text read independently and explain how these graphics clarify the meaning of the text CKLA Goal(s)  Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text STD RI.2.7 Integration of Knowledge and Ideas Key Ideas and Details Reading Standards for Informational Text: Grade  CKLA Goal(s) Read and understand decodable text of appropriate complexity for Grades 2–3 that incorporates the specific code knowledge taught By the end of the year, read and comprehend literature, including stories and poetry, in the Grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range Lesson STD RL.2.10 Range of Reading and Level of Text Complexity Alignment Chart for Unit Unit | Alignment Chart © 2013 Core Knowledge Foundation vii Distinguish long and short vowels when reading regularly spelled one-syllable words STD RF.2.3a Know spelling-sound correspondences for additional common vowel teams Read and write words spelled with the following vowel teams: long vowel sounds: ‘ai’, ‘ay’ > /ae/; ‘e_e’, ‘ea’, ‘ey’ > /ee/; ‘oa’, ‘oe’, ‘ow’ > /oe/; ‘ie’, ‘igh’ > /ie/; short vowel sounds: ‘ou’, ‘o_e’ > /u/; ‘ea’ > /e/; other vowel sounds: ‘oi’, ‘oy’ > /oi/; ‘aw’, ‘au’, ‘augh’, ‘al’ > /aw/; ‘ow’ > /ou/; r-controlled vowel sounds: ‘er’ > /er/; ‘or’ > /or/; ‘ar’ > /ar/ Decode regularly spelled two-syllable words with long vowels Decode two-syllable words with any combination of the following syllable types: closed syllables; magic ‘e’ syllables; vowel digraph syllables; r-controlled syllables; open syllables; and consonant –LE syllables CKLA Goal(s) STD RF.2.3c CKLA Goal(s) Unit 2: ‘a_e’ > /ae/; ‘ee’ > /ee/; ‘i_e’ > /ie/; ‘o_e’ > /oe/; ‘u_e’ > /ue/ Unit 1: ‘a’ > /a/; ‘e’ > /e/; ‘i’ > /i/; ‘o’ > /o/; ‘u’ > /u/ STD RF.2.3b CKLA Goal(s) Know and apply grade-level phonics and word analysis skills in decoding words Use knowledge of the letter sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words Lesson    10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 STD RF.2.3 Phonics and Word Recognition Reading Standards for Foundational Skills: Grade Alignment Chart for Unit viii Unit | Alignment Chart © 2013 Core Knowledge Foundation CKLA Goal(s)  Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension  Read with sufficient accuracy and fluency to support comprehension Unit 4: people, walk, grownup, building, statue Read the following tricky words: Recognize and read grade-appropriate irregularly spelled words ‘a’ as /a/ (hat), /ae/ (paper), /ə/ (about), or /o/ (water) ; ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski); ‘o’ as /o/ (hop), /oe/ (open), or /u/ (son); ‘e’ as /e/ (pet), /ee/ (me), or /ə/ (debate); ‘u’ as /ue/ (unit) or /u/ (but); ‘y’ as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’ (bird), ‘ur’ (hurt), or ‘er’ as /er/ (her); ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ə/ + /l/ (animal) or / aw/ (wall); ‘il’ > /ə/ + /l/ (pencil); ‘ul’ > /ə/ + /l/ (awful); ‘el’ > /ə/ + /l/ (travel), ‘le’ > /ə/ + /l/ (apple); ‘tion’ > /sh/ + /ə/ + /n/; ‘ph’ > /f/ (phone); ‘ch’ > /k/ (school); ‘al’ > /aw/ (wall) Read and write words with the following letter-sound correspondences: Lesson    10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Identify words with inconsistent but common spelling-sound correspondences STD RF.2.4 Fluency CKLA Goal(s) STD RF.2.3f CKLA Goal(s) STD RF.2.3e Alignment Chart for Unit 178 179 PP15 Name Spelling Worksheets Lessons 16–20 12 S C H Z E R O M P L S Q U E A K T E W A W E M E A L E M C R E E K E W H E A T I P R E T E N D E G O P E L V F E V E R 10 Use the words in the word box to complete the puzzle eve zero creek pretend week meeting squeak meal she wheat 11 we seal fever people complete Down 2 seven days long I saw a _ swimming at the zoo I will see you at the _ There were lots of _ in the crowd the night before 13 10 to finish 12 He is not going, so _ is not going Side to Side Dinner is a A toy for dogs might make this sound smaller than a river Flour is made from this grain not real 8 If you are sick, you may have a 11 a number less than 13 _ are happy! 178 Unit Unit 179 © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation 181 182 PP16 Name ‘er’, ‘ir’, ‘ur’ as /er/ ‘er’, ‘ir’, ‘ur’ as /er/ Choose the best word from the box to fill in each sentence Choose the best word from the box to complete each sentence hurt burned surprise thirsty circus birthday Saturday dirty skirts birds clerks hurt skirts I like pants better than _ Be careful near the edge! I don’t want you to get _ hurt Is the party on Friday or Saturday _? In the nest sat three baby birds _ Shirley saw clowns at the circus _ surprise Is the party a _? birthday Abby got lots of gifts for her _ thirsty Can I have something to drink? I am so _ dirty My mom makes me shower when I am _ burned birthday birds surprise Saturday clerks thirsty dirty clerks 11 The store _ were very helpful Unit 181 © 2013 Core Knowledge Foundation skirts burned 10 The fire _ all night © 2013 Core Knowledge Foundation 210 Unit | Workbook Answer Key circus 182 Unit © 2013 Core Knowledge Foundation 183 185 PP17 Name Fill in yes or no on each blank yes Can a bird swim in a birdbath? _ yes / no Is today Thursday? _ no Do fish have fur? _ yes Can tigers run fast? _ Does a dime have corners? _ no Is a goose a bird? _ yes bird The Her hair has lots of My mom’s Can you ask that The If you can ride the waves in the sea, then you can surf Last year I was in I like the To make butter, you have to (bard Does a nurse use a thermometer? _ yes no Does a shepherd take care of squirrels? _ yes Is Saturn a planet? _ no 10 Do you have to go to class on Saturday? _ 10 My curls (church (nurse nurse (purse curls) has lots of stuff in it purse) girl (grill to skip rope with me? girl) gave me a shot in the arm nurse) surf) first (fist swirl (swirl skirt (skirt 11 Dad lets me mornings 12 The cat’s will make a nest in the spring bird) purse (sure Directions: Have students write the best word to complete each sentence PP18 Name churn (churn curl) cream is green and red for the holidays stir (skirt (fur grade ice cream cones at the shop sell) skit) fur first) the pancake batter on Saturday stir) is so soft first) Unit 183 Unit 185 © 2013 Core Knowledge Foundation 187 © 2013 Core Knowledge Foundation 189 PP19 Name PP20 Name Sound Sorting curly lever thirty baker maker mother hurry birch western turning thirsty person dirty interest sunburn bird squirrel hurt curb faster over Directions: Have students read the words in the box aloud Then have students circle the letter for the /i/ sound in each word Then write the words with the /i/ sound spelled ‘i’ under skin and the words with the /i/ sound spelled ‘y’ under system Directions: Part I: Have students circle the spelling in each word that stands for the /er/ sound Part II: Have students cross out the word in each row that DOES NOT contain the /er/ sound Part I: Part II: circus serve harm whirl turn fork purr pattern fur cold bird nerve curb dare further dirt perch lever first best surrender starve stirrup sir bird arch perfect disturb Unit 187 © 2013 Core Knowledge Foundation kick gym syllable milk gift hill antonym synonym myth lip acting did ‘i’ like skin ‘y’ like system kick antonym acting gym gift myth hill syllable did synonym lip milk Unit 189 © 2013 Core Knowledge Foundation Unit | Workbook Answer Key 211 © 2013 Core Knowledge Foundation 191 193 PP21 Name PP22 Name Use the words from the word box to fill in the puzzle Last Friday, Mike and his dad visited the wildlife park in Ohio Mike was most excited to see the tigers, but as light soon as he spied them, he became frightened (Mike is just might night right high Down five.) His dad tried to quiet him, but Mike started crying and would not stop He was terrified of the tigers! At last, I like an ice pop We can see the stars at Put the book on the shelf Side to Side Directions: Have students circle all of the spellings for the /i/ sound Mike’s dad asked Mike if he’d like to see the pythons Mike Turn at the corner Please turn on the m i g h h t nodded and his sobs subsided He was quiet as he and his dad tried to find the pythons, but once they found them, n r i g g h h i g h t h Mike started smiling and chatting up a storm l i Unit 193 Unit 191 © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation 195 197 PP23 Name PP24 Name yes yellow yellow yellow firefly blue shy cry blue blue sky blue multiply blue butterfly blue yogurt yellow Directions: Have students read the words in the box aloud Have students write the best word from the box to complete each sentence Directions: If the word on the star has the /ie/ sound, color it blue If the word on the star has the /y/ sound, color it yellow Fill in the Blank yum yellow supply blue flying blue Unit 195 © 2013 Core Knowledge Foundation 212 Unit | Workbook Answer Key © 2013 Core Knowledge Foundation cold yodel scold solo cola mold hold banjo moment open Will you the door? open A is a kind of shout or call yodel Please wait one and then we will all go to moment the store To sing by yourself means to sing a solo cola Would you like a to drink? There was green on my sandwich, so I mold didn’t eat it Can you my mittens? hold My mom might me if I am not home on scold time banjo My sister can play the Unit 197 © 2013 Core Knowledge Foundation 198 199 PP25 Name Directions: The spelling ‘ow’ is tricky It can stand for /oe/ as in snow or /ou/ as in cow Sort the words with an underlined ‘ow’ by sound Write the words with ‘ow’ sounded /oe/ under snow Write the words with ‘ow’ sounded /ou/ under cow cold 10 I am so , I think I will just freeze This morning, my mom gave me a yellow pot filled with brown soil She told me that the soil had a flower seed in it I set the pot on my windowsill and waited, but the flower did not grow I put the pot in the shower to water the seed, but the flower did not grow I placed the pot where the sun would shine on it, but the flower did not grow I placed the pot in a shadow, but the flower still did not grow I frowned and was just about to throw it out At last, my mom said to me, “Don’t you know that flowers grow slowly?” Well, now I know! /oe/ like snow /ou/ like cow yellow _ brown _ windowsill _ flower _ grow _ shower _ shadow _ frowned _ throw _ _ now know _ _ slowly _ _ _ know _ _ _ _ _ 198 Unit Unit 199 © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation 201 203 PP26 Name Fill in the blank with yes or no no Can flowers frown? _ or no are Have you ever seen a show? yes _ yes Is clam chowder something to eat? _ no Are you a snowman? _ yes Can a man blow a horn in a car? _ yes Is your elbow part of your arm? _ yes Do you use a towel to dry off after a shower? _ Can you look out a window? _ yes no Can a cow bow? _ acceptable 10 Can a pig grow wings? _ no no 11 Is the grass yellow? _ yes 12 Can a firefly glow at night? _ yes 13 Is up the antonym of down? _ no 14 Can a spider growl? _ acceptable Unit 201 © 2013 Core Knowledge Foundation Directions: Have students sort the words by sound Write the words with the tricky spelling ‘ow’ sounded /oe/ under snow Write the words with the tricky spelling ‘ow’ sounded /ou/ under now snow or no are 15 Do you like clowns?yes _ PP27 Name low now row ‘ow’ wow cow /oe/ like snow /ou/ like now The king is wearing a crown crown That boy needs to take a shower shower Troy has some food in his bowl bowl The baby pool is very shallow shallow On Hugo’s bed, there are two pillows pillows growled The starving tiger growled Jake looked at the sky and saw a rainbow rainbow Unit 203 © 2013 Core Knowledge Foundation Unit | Workbook Answer Key 213 © 2013 Core Knowledge Foundation 205 207 PP28 Name If a square has a word with the spelling ‘e’ sounded /ee/, make it green If a square has a word with the spelling ‘e’ sounded /e/, make it yellow If a square has a word with the spelling ‘ow’ sounded /oe/, make it yellow If a square has a word with the spelling ‘ow’ sounded /ou/, make it brown crown now know brown brown yellow brown yellow show grow power follow below brown yellow yellow yellow crowded brown yellow slowly owl window snow brown yellow flow brown yellow yellow brown blow bowl yellow yellow seven own town PP29 Name them yellow yellow below green drown yellow brown narrow yellow end cow throw flower brown yellow brown yellow yellow yellow being green never green tell maybe yellow men green require yellow green reply next seed yellow green yellow green bellow zero better yellow green yellow Unit 205 destroy green Unit 207 © 2013 Core Knowledge Foundation 208 yellow went decide yellow western green result yellow because green yellow get best yellow then © 2013 Core Knowledge Foundation 209 PP30 Name Use the words from the word box to fill in the puzzle lady baby crazy gravy tasty shaky tummy bunny sunny wavy S H A Down W K T A S T Y G V C R A Z Y A V L B A B Y S D U Y M M T N N Y I get when I am cold My hair is curly and I like and rolls and the Tramp is the name of a film It is a hot and day Side to Side Ice cream is Are you ? A can crawl My is filled with good food 208 Unit © 2013 Core Knowledge Foundation 214 Unit | Workbook Answer Key © 2013 Core Knowledge Foundation Unit 209 © 2013 Core Knowledge Foundation 211 213 PP31 Name PP32 Name Katie and Molly and their mom took a cab from Directions: Have students write the words with the tricky spelling ‘e’ sounded /e/ under pet and the words with the tricky spelling ‘e’ sounded /ee/ under me smeared sunblock all over their skin It was hot so they got in the sea for a bit Then they looked for seashells After that, Katie and Molly played volleyball with some teenagers Katie made some really sweet plays (She’s quite the athlete.) In fact, a small group formed to look at her play After the Directions: Have students circle all of the spellings for the /ee/ sound me pet their hotel to the beach At the beach, all three game, Katie and Molly and their mom started to feel like they could use some food They left the beach to find something to eat What a good day! ‘e’ went shell began below /e/ like pet /ee/ like me resist I find sweets hard to resist we Should we go east or west? fence The horse jumped the fence I saw a cow at the rodeo rodeo If you make a mistake, erase it erase Who came in second place? second Is it on the right or the left? left Batman is my hero hero I will write a report for homework report Unit 211 Unit 213 © 2013 Core Knowledge Foundation 215 © 2013 Core Knowledge Foundation 217 PP33 Name fever zebra eleven /e/ like pet eleven bench went tense seven bench Directions: Have students write the words with the tricky spelling ‘y’ sounded /ee/ under funny, the words with the tricky spelling ‘y’ sounded /i/ under myth, the words with the tricky spelling ‘y’ sounded /ie/ under try, and the words with the tricky spelling ‘y’ sounded /y/ under yes Directions: Have students write the words with the tricky spelling ‘e’ sounded /e/ under pet and the words with the tricky spelling ‘e’ sounded /ee/ under me Sound Sorting behind maybe tense went seven /ee/ like me fever zebra eleven maybe behind Unit 215 © 2013 Core Knowledge Foundation PP34 Name myth system try by cylinder fly funny fifty sandy ‘y’ funny yes yet yuck myth try The grass in our yard is green yard We watched the Olympics on TV Olympics We are visiting Brooklyn this week Brooklyn fly Do not swat that fly! I have not seen her in a year A baby cat is called a kitty She is soft-spoken and shy yes year kitty shy Unit 217 © 2013 Core Knowledge Foundation Unit | Workbook Answer Key 215 © 2013 Core Knowledge Foundation 219 221 PP35 Directions: Have students write the words with the tricky spelling ‘y’ sounded /ee/ under funny, the words with the tricky spelling ‘y’ sounded /i/ under myth, the words with the tricky spelling ‘y’ sounded /ie/ under try, and the words with the tricky spelling ‘y’ sounded /y/ under yes Name If a square has a word with the letter ‘y’ sounded /ee/, make it green If a square has a word with the letter ‘y’ sounded /i/, make it yellow If a square has a word with the letter ‘y’ sounded /ie/, make it red If a square has a word with the letter ‘y’ sounded /y/, make it brown Sound Sorting empty very satisfy system yawn energy really multiply story gym study yuck PP36 Name try funny myth try yes empty _ gym _ satisfy _ yawn _ story system _ _ _ very _ _ _ _ _ _ _ _ really _ _ _ _ study gym multiply yuck _ energy red _ _ _ _ _ _ _ _ yellow yet brown flying red happy green system yellow sky red gingerly green year brown likely green beyond myth yellow daddy plenty funny green yes supply brown red easy yellow satisfy red simply green green Brooklyn yellow brown green dry red copy green lynx yelled green brown Unit 219 Unit 221 © 2013 Core Knowledge Foundation 223 © 2013 Core Knowledge Foundation 224 PP37 Name no 13 Can you drink cookies? Mixed Practice yes 14 Can a key unlock a house? Fill in the blank with yes or no yes Do ducks have feet? yes or no are 15 Do you play the horn? no Is a synonym the same as an antonym? no 16 Can a spider drive a car? no Is a spider bigger than a tiger? no 17 Can a pony fly? yes Are pies made with a cherry filling? no 18 Does a necktie go on your leg? no Can a butterfly cry? no 19 Is a hippo light? yes or no are both acceptable Do ponies frighten you? 20 Can a pig read a book? Is a centipede a person? no Are you ten years old? no no Can flies speak? yes 10 Is a baby lighter than a house? yes 11 Is surfing a sport? no 12 Is a pie the same as a cake? Unit 223 © 2013 Core Knowledge Foundation 216 Unit | Workbook Answer Key © 2013 Core Knowledge Foundation no acceptable 225 226 PP38 Name Directions: Have students circle anything that has something to or is associated with an animal Mixed Practice toads croak goats eat gray seal wren nest ringing bell birds fly running donkey tiger growls groaning mule coast waves mound of dirt beaver cheek steam dryer pig squeal mean well sleek cat goat herd black coal tiger’s den bird nest Unit 225 crawling snake robe of gold red fox wet nose slow goat fur coat fast horse queen’s crown sheep bleating dog chow broken rope raccoon mask wise owl lean steel soccer coach fell swoop spelling bee hen’s pen splash artist flying dove math whiz 226 Unit © 2013 Core Knowledge Foundation 227 swell time © 2013 Core Knowledge Foundation 228 PP39 Name stories Tricky ‘y’ 13 story Add ‘s’ or ‘es’ to each of the following words Be careful! Don’t get tricked! Sometimes you need to change the ‘y’ to ‘i’ and sometimes you don’t! 14 boy boys butterflies play plays 15 butterfly days try tries 16 day dragonflies tray trays 17 dragonfly ladies fly flies 18 lady pay pays hurry hurries joy joys study studies puppy puppies 10 toy toys 11 kitty kitties 12 enjoy enjoys Unit 227 © 2013 Core Knowledge Foundation 228 Unit © 2013 Core Knowledge Foundation Unit | Workbook Answer Key 217 © 2013 Core Knowledge Foundation 229 233 PP40 Name PP41 Name Add ‘s’ or ‘es’ to each word Don’t fall down the steps by changing a ‘y’ to ‘i’ when you don’t need to so! The Visit play plays puppy puppies toy toys What is Mrs Gunter’s job? Mrs Gunter was a math teacher _ Directions: Have students read the story “The Visit” and answer the questions in complete sentences _ pony ponies army armies city cities berry berries Use two of the words in a sentence Answers may vary _ Kim hails a cab What is a synonym for cab? A synonym for a cab is a taxi _ _ _ What does riding fast in the cab make Kurt think of? Riding fast in the cab made Kurt think of _ riding in a race car _ _ What are some risks of driving too fast? Answers may vary _ _ _ Unit 233 Unit 229 © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation 234 235 PP42 Name Battery Park What you think a paycheck is? Answers may vary _ _ Park _ What are the Gunters going to to celebrate Kim’s getting a job? _ The Gunters are going to have a picnic to _ celebrate Kim getting a job _ _ Where are the Gunters picnicking? The Gunters are picnicking in Battery _ When Kim tells Mrs Gunter that Kurt ate a lot, what does Mrs Gunter say? When Kim tells Mrs Gunter that Kurt ate _ a lot, Mrs Gunter says, “Well, he’s a strong, _ growing child, and he was busy all day.” _ 234 Unit © 2013 Core Knowledge Foundation 218 Unit | Workbook Answer Key © 2013 Core Knowledge Foundation Directions: Have students read the story and answer the questions in complete sentences _ What does Kurt think the Statue of Liberty is holding in her hand? Kurt thinks the Statue of Liberty is _ holding an ice cream cone _ _ What is the Statue of Liberty really holding? The Statue of Liberty is holding a torch _ _ _ Unit 235 © 2013 Core Knowledge Foundation 236 241 PP45 Name Who gave the Statue of Liberty to the people of the United States? _ The Statue of Liberty was given to the _ people of the United States by France The Visit Kim was happy that she had found herself a summer job “Let’s go and visit Mom,” she said “She will be finished teaching by the time we get there.” _ Mrs Gunter was a math teacher She taught at a college in lower Manhattan What is the largest present you’ve ever gotten? Kim held up a hand to hail a cab _ Answers may vary _ _ What does liberty mean? Liberty means being free to what you _ _ wish, say what you wish and think what _ you wish A yellow cab screeched to a stop on the side of the street Kurt and Kim hopped in PP44 #1 “Where to?” asked the driver Kim told him the address The cab went shooting off Wind came rushing in the windows as the cab sped past stores on both sides Kurt on tight It was a crazy ride The cab man was weaving in and out of traffic Kurt thought they might crash Part of him was PP44 #2 frightened But part of him found driving at that speed exciting It was like riding in a race car “Do you have a license to drive?” Kurt called to the driver “Yes All cab drivers must have a license,” the driver said “And they teach you to drive like this?” “No, no,” said the driver “It takes years and years of driving to become an expert like me!” PP44 #1They made it safely Kim paid the driver and gave him a tip She and Kurt went in to see their mom Mrs Gunter gave Kim a big hug Kurt snuck in between them so he could be part of the hug, too Then Kim told her mom how they had spent the day PP44 #3 Kim listed the places they had visited She explained what had happened with Tom and Beth, with Alberto at the Corner Market, with Dwight, the Unit 241 236 Unit © 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation 242 Man of Light, with Hester the Florist, and, at last, with Mr Fremont She told her mom how she had used math to help her get the job at the grocery PP44 #4 By the end of the story, Mrs Gunter was beaming “You see,” she said “I told you math would help you out one day You thought I was crazy.” 10 “You were right,” said Kim “Mr Fremont was really impressed that I could add up the tally without the cash register and also add in the sales tax.” “Good for you!” said her mom “I’m so proud of you!” PP44 #5 “I never dreamed I would have a job in a grocery,” added Kim, “but I think it’s going to be a good job for me.” “It may not be the job of your dreams,” said her mom “But it’s a job The next job you get can be better And the next one can be even better If you study hard in college, you will have a chance to get the job of your dreams some day Until then, just a good job and save as much of your paycheck as you can.” “I will,” said Kim “Let’s something fun!” said Kurt “I know!” said their mom “Let’s celebrate Kim’s getting a job by getting some subs and snacks and going down to Battery Park for a picnic Are you two hungry for dinner?” “You bet!” said Kurt “This is crazy!” Kim said “Mom, all day, Kurt ate and ate Each time I got him a snack, I said, that’s the end of that But he was still hungry.” “Well, he’s a strong, growing child,” said Mrs Gunter “And he was busy all day.” “That’s right!” said Kurt They went to a sub shop nearby Mrs Gunter ordered a sub for each of them, plus some snacks and drinks Then Mrs Gunter hailed a cab The three of them got in The cab took them down the West Side Highway It dropped them off in Battery Park, on the south end of Manhattan 242 Unit © 2013 Core Knowledge Foundation Unit | Workbook Answer Key 219 © 2013 Core Knowledge Foundation CORE KNOWLEDGE LANGUAGE ARTS SERIES EDITOR-IN-CHIEF E D Hirsch, Jr PRESIDENT Linda Bevilacqua EDITORIAL STAFF DESIGN AND GRAPHICS STAFF Carolyn Gosse, Senior Editor - Preschool Khara Turnbull, Materials Development Manager Michelle L Warner, Senior Editor - Listening & Learning Mick Anderson Robin Blackshire Maggie Buchanan Paula Coyner Sue Fulton Sara Hunt Erin Kist Robin Luecke Rosie McCormick Cynthia Peng Liz Pettit Ellen Sadler Deborah Samley Diane Auger Smith Sarah Zelinke Scott Ritchie, Creative Director Kim Berrall Michael Donegan Liza Greene Matt Leech Bridget Moriarty Lauren Pack CONSULTING PROJECT MANAGEMENT SERVICES ScribeConcepts.com ADDITIONAL CONSULTING SERVICES Ang Blanchette Dorrit Green Carolyn Pinkerton ACKNOWLEDGMENTS These materials are the result of the work, advice, and encouragement of numerous individuals over many years Some of those singled out here already know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of the enterprise alone To helpers named and unnamed we are deeply grateful CONTRIBUTORS TO EARLIER VERSIONS OF THESE MATERIALS Susan B Albaugh, Kazuko Ashizawa, Nancy Braier, Kathryn M Cummings, Michelle De Groot, Diana Espinal, Mary E Forbes, Michael L Ford, Ted Hirsch, Danielle Knecht, James K Lee, Diane Henry Leipzig, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K Munson, Elizabeth B. Rasmussen, Laura Tortorelli, Rachael L. Shaw, Sivan B. Sherman, Miriam E Vidaver, Catherine S Whittington, Jeannette A Williams We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to the early development of this program SCHOOLS We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field test these materials and for their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O Loretan), PS 104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy), Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical Academy, Three Oaks Elementary, West Manor Elementary And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day support to teachers using these materials in their classrooms was critical Unit | Acknowledgments 221 © 2013 Core Knowledge Foundation CREDITS Every effort has been taken to trace and acknowledge copyrights The editors tender their apologies for any accidental infringement where copyright has proved untraceable They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this publication Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective owners The references to trademarks and trade names given herein not affect their validity All photographs are used under license from Shutterstock, Inc unless otherwise noted 222 Unit | Acknowledgments © 2013 Core Knowledge Foundation Unit Teacher Guide Skills Strand grade The Core Knowledge Foundation www.coreknowledge.org [...]... game 8 Unit 4 | Lesson 1 © 2013 Core Knowledge Foundation 1 and 15 from 29 no 43 to 2 a 16 have 30 not 44 us 3 are 17 here 31 one 45 was 4 am 18 is 32 once 46 we 5 all 19 it 33 off 47 word 6 at 20 if 34 pull 48 what 7 an 21 I 35 said 49 why 8 ball 22 in 36 says 50 were 9 by 23 keep 37 see 51 when 10 but 24 let 38 so 52 which 11 best 25 look 39 tall 53 who 12 call 26 mall 40 tell 54 yes 13 can 27 my 41 ... 12 Unit 4 | Lesson 1 © 2013 Core Knowledge Foundation 1 and 15 from 29 no 43 to 2 a 16 have 30 not 44 us 3 are 17 here 31 one 45 was 4 am 18 is 32 once 46 we 5 all 19 it 33 off 47 word 6 at 20 if 34 pull 48 what 7 an 21 I 35 said 49 why 8 ball 22 in 36 says 50 were 9 by 23 keep 37 see 51 when 10 but 24 let 38 so 52 which 11 best 25 look 39 tall 53 who 12 call 26 mall 40 tell 54 yes 13 can 27 my 41 ... previous units, Unit 4 includes a Pausing Point Although these activities can be used at the end of Unit 4, you do not have to wait until you have completed the unit to use this section These provide practice and remediation ideas that can be used throughout the unit, not just at the end However, you do need to be careful not to use Workbook pages containing spellings not yet introduced in the unit Fluency... Chart at the beginning of the Teacher Guide, when you use this Fluency Packet, you will be addressing the following additional Common Core State Standard: • Read with sufficient accuracy and fluency to support comprehension (RF.2 .4) Records Included for the first time in Unit 4 is a reading log for your students It can be found in the Teacher Resources section of this Teacher Guide At this point, we highly... section  9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Lesson STD W.2.1 Text Types and Purposes Writing Standards: Grade 2 6  CKLA Goal(s) 3 Read and understand decodable text that incorporates letter-sound correspondences taught with purpose and understanding 2 Read grade-level text with purpose and understanding 1 STD RF.2.4a Alignment Chart for Unit 4 x Unit 4 | Alignment Chart © 2013... and Decoding (15 min.) Activities per Teacher Choice (45 min.) Activities per Teacher Choice (45 min.) Spellings for /aw/: Fill in the Blank (10 min.) Grammar Assessment: “Which is Right?” (25 min.) Teacher Choice Activities (45 min.) 60 min 60 min 60 min 60 min Whole Group: “Inventory” (20 min.) 60 min Tricky Spellings Some of the spellings introduced in this unit represent multiple sounds For example,... Opportunities Weekly spelling assessments continue in Unit 4 Each assessment is accompanied by a spelling analysis sheet Use of this assessment and careful thought about students’ errors will give you insight into planning remediation of both decoding and encoding skills In addition, we recommend you continue using the Anecdotal Reading Record found in the Teacher Resources section at the end of this Teacher. .. correct spellings 5 STD L.2.2e 4 Use commas in greetings and closings of letters 3 CKLA Goal(s) 2 Use commas in greetings and closings of letters 1 Lesson STD L.2.2b Alignment Chart for Unit 4 Unit 4 Introduction Unit 4 is devoted to introducing more spelling alternatives for vowel sounds and three tricky spellings Remember vowel sounds and their spellings are the most challenging part of the English writing... 13 (Lesson 13) Day 14 (Lesson 14) Day 15 (Lesson 15) Introduce Spelling Words (10 min.) More Proper Nouns (20 min.) More Proper Nouns (20 min.) Recognize To Be as a Verb (20 min.) Student Spelling Assessment (15 min.) Review of the /ee/ sound and Its Spellings (15 min.) Introduction to Persuasive Writing (40  min.) Plan and Draft a Persuasive Letter (40  min.) Planning and Drafting (40 min.) Planning and... writing, particularly from Lessons 12–16 of this unit, in their writing portfolios The writing portfolios are not only a helpful way of organizing work, but also a nice way to capture students’ growth throughout the year 6 Unit 4 | Introduction © 2013 Core Knowledge Foundation Assessment and Remediation Guide A separate publication, the Assessment and Remediation Guide, provides further guidance in assessing, ... game Unit | Lesson © 2013 Core Knowledge Foundation and 15 from 29 no 43 to a 16 have 30 not 44 us are 17 here 31 one 45 was am 18 is 32 once 46 we all 19 it 33 off 47 word at 20 if 34 pull 48 ... 12 Unit | Lesson © 2013 Core Knowledge Foundation and 15 from 29 no 43 to a 16 have 30 not 44 us are 17 here 31 one 45 was am 18 is 32 once 46 we all 19 it 33 off 47 word at 20 if 34 pull 48 ... said 49 why ball 22 in 36 says 50 were by 23 keep 37 see 51 when 10 but 24 let 38 so 52 which 11 best 25 look 39 tall 53 who 12 call 26 mall 40 tell 54 yes 13 can 27 my 41 the 55 you 14 28 must 42