2nd Edition Reviewer Guide - Amazon...
Transcript of 2nd Edition Reviewer Guide - Amazon...
2nd Edition Reviewer GuideCore Knowledge Language Arts® | Grades K–5
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WelcomeDear Reviewer,
We at Amplify, with our partner the Core Knowledge Foundation, appreciate
your commitment to education and student achievement in reviewing the Core
Knowledge Language Arts program.
Our content-rich knowledge sequence and systematic approach to foundational
skills are based on the research of some of the most prominent cognitive scientists
and leading experts in education. CKLA is designed to serve all students in core
literacy instruction.
This booklet provides a self-guided tour of the program: the philosophy, design,
pedagogy, components, and additional resources to ensure that your review is
thorough and productive.
The Amplify and Core Knowledge Foundation families thank you for reviewing our
program and we invite you to submit questions or feedback.
Sincerely,
Susan Lambert
Vice President of Amplify CKLA
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Prepare for the Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Get to Know the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Teacher Guides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Student Readers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Workbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Recommended Review Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Introduction to Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Introduction to Domains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Knowledge Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Additional Review Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Table of Contents
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The amount of materials you receive for review will depend on your specific
request. All review materials will include the following:
Teacher Guides
Student Readers
Activity Books
Some additional materials you may receive are:
Flip Books
Big Books
Image Cards
Additional classroom materials
Prepare for the Delivery
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Get to Know the Program
For a deeper look into the “how” and “why”
of CKLA, you are strongly encouraged
to begin with the Program Guides. The
guides provide in-depth descriptions of
the philosophy, design, pedagogy, and
components of our unique program.
The guides are also designed to provide
information for teachers that can be
referred back to again and again, such as
planning, pacing, and instructional models.
The Program Guides can be
downloaded here:
K–2 Program Guide:
https://s3.amazonaws.com/amplify-
assets/pdf/ckla-program-guide-K2.pdf
3–5 Program Guide:
https://s3.amazonaws.com/amplify-
assets/pdf/ckla-program-guide-35.pdf
We recommend that the following sections
be reviewed before examining the actual
program components:
Core Components
How and Why CKLA Came Into Being
Principles of CKLA K–2 Instruction
Principles of CKLA 3–5 Instruction
K–2 Program Guide
3–5 Program Guide
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Teacher Guides
In Grades K–2, there are two sets of Teacher Guides: Teacher Guides for each
unit of the Skills, and Teacher Guides for each domain of the Knowledge Strand.
Both sets of Teacher Guides begin with
an introduction describing the unit or
domain, a chart showing day-by-day
instruction, a list of materials for the unit
or domain, assessment details, and other
important information for the teacher.
In Grades 3–5, the strands are integrated
into single units. Each guide features an
introduction, description of the lessons,
and other important information for
the teacher.
Grade 2Teacher Guide
The Ancient Greek Civilization
Knowledge 3Grade 2Teacher GuideSkills 3
Grade 4Teacher Guide
American Revolution
Unit 7
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Student ReadersThe Student Readers in Grades K–2 are 100% decodable so that students are able
to practice and build their fluency with sound/letter and spelling patterns that have
been taught during daily lessons. The Readers provide scaffolding and supports for
learners, and increase in complexity through the units.
Grade 4Teacher Guide
American Revolution
Unit 7Grade 3Reader
What’s in Our UniverseUnit 7 Grade 5Reader
The Reformation: Shifts in PowerUnit 6
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Beth
I am Beth .
I am ten .
I am at camp .
Camp is fun .
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In the Mail
In the summer, Martez takes a trip to Mexico with his mom and dad . He sends Kay a card with a picture of a place in Mexico on it .
The card says, “Kay, I am on a trip with my mom and dad . It is fun, but I miss you . I can’t wait to get back so we can play .” Then there are some words that Kay can’t make out .
“Mom!” Kay says, “Martez wrote me this card, but I can’t make out the last part .”
Kay’s mom looks at the card . She smiles . “That’s Spanish . Lots of Mexicans write in Spanish .”
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I said, “What sort of coin is it?”
Nan said, “I can’t tell . It looks like it could be made of sil·ver .”
Then she said, “I have a pal, Jack, who is an ex·pert on coins . We can bring it to him to·morr·ow, and he will tell us what sort of coin it is .”
I dropped the coin in my pock·et, and we went on with our hike .
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Grade 1, Unit 1
Grade 1, Unit 5
Grade 1, Unit 7
In Grades 3–5, Readers support close reading and fluency practice on unit topics.
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Activity BooksStudent Activity Books provide opportunities for practice and formative
assessment associated with daily lessons. There are two sets of Activity Books
in Grades K–2: Skills Strand Activity Books and Knowledge Strand Activity
Books. Grades 3–5 have one set of Activity Books.
NAME:
DATE:
21Skills 8
Activity Page
of from all
1. Stan got the best gift
— — — — — — — — — — — — his mom.
2. Chad put — — — — — — — — — — — —
the frogs in the pond.
3. The man had ham and a bag
— — — — — — — — — — — — chips.D
irec
tion
s: H
ave
stud
ents
wri
te a
wor
d fr
om t
he b
ox to
com
ple
te e
ach
sent
ence
.
5.1
Activity Page NAME:
DATE:
Kn
owle
dge
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Knowledge 9 Fairy Tales41
Dir
ecti
ons:
Dra
w o
r w
rite
the
ele
men
ts o
f the
fair
y ta
le in
the
cha
rt.
1.1
Elements of Fairy Tales
Title:
Settings(s)
Characters
Fantasy (events)
Problems Solutions
Ending
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KindergartenActivity BookSkills 8
Grade 1Activity BookKnowledge 7–11
7 The Historyof the Earth 8 Animals and Habitats
9 Fairy Tales 10 A New Nation: American Independence 11 Frontier Explorers
Skills Strand
Knowledge Strand
Activity Books also contain take-home letters for families that provide information
about what the student is learning and ways for caregivers to help at home.
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Recommended Review Sequence After reviewing the Program Guides, choose a unit or domain from a grade level and
find the associated student materials.
Read through the Introduction section.
Choose a specific lesson(s) to review.
Use the At-a-Glance chart at the beginning of each lesson to see the structure of the lesson, instructional goals and objectives, formative assessments, timing, materials needed, and suggested modifications to meet the needs of all learners (Universal Access).
Review the lesson, noting instructional scaffolds provided at point of use for English Language Learners and suggestions students requiring additional support or challenge.
Review the student materials associated with the lesson, including Student Readers and/or Activity Books.
Review additional materials used with lessons, as appropriate, including Flip Books, Image Cards, Sound/Letter Cards, etc.
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Introduction to UnitsEach unit begins with the goals for the unit. The unit Introduction also includes
information on:
Phonics
Spelling
Grammar
Morphology
Writing and writing process
Extension activities
The Student Reader
Additional Support
Vocabulary
Assessment
Pausing Points
Teacher Resources
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KindergartenTeacher GuideSkills 3
1Introduction
Kindergarten | Skills 3
IntroductionIn Unit 3, students will begin to make connections between sounds and symbols. They will continue to practice blending sounds into words and they will be taught several of the symbols used when reading and writing. Specifically, they will learn the most common way to spell eight of the sounds of English:
Note: Whenever sounds are mentioned in the lessons, they are printed in slashes like this: /m/. Whenever spellings are mentioned in the lessons they are shown in single quotation marks like this ‘m’.
• /m/ spelled ‘m’ as in mat (/m/ > ‘m’)
• /a/ spelled ‘a’ as in mad (/a/ > ‘a’)
• /t/ spelled ‘t’ as in tag (/t/ > ‘t’)
• /d/ spelled ‘d’ as in dad (/d/ > ‘d’)
• /o/ spelled ‘o’ as in mom (/o/ > ‘o’)
• /k/ spelled ‘c’ as in cat (/k/ > ‘c’)
• /g/ spelled ‘g’ as in dog (/g/ > ‘g’)
• /i/ spelled ‘i’ as in dig (/i/ > ‘i’)
Vowel and consonant spellings can be combined to make simple Consonant Vowel Consonant (CVC) and Vowel Consonant (VC) words. Students will use the letter-sound correspondences they learn in this unit and the oral blending skills they learned in Unit 2 to blend and read printed words. In this way they begin the process of decoding the mute symbols on the page into speech sounds—or what is traditionally called reading.
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Introduction to DomainsEach domain begins with the goals for the domain. In addition, the
Introduction includes:
Day-by-day outline of instruction
Domain components needed for instruction
Rationale for why the domain is important
Review of content related to the domain taught in previous domains or grades
Core vocabulary lists
Assessment information
Resources for supporting all learners
Additional recommended resources
Grade 2Teacher Guide
Fighting for a Cause
Knowledge 12
Knowledge 12 Fighting for a Cause2
WHY FIGHTING FOR A CAUSE IS IMPORTANT
This domain will introduce students to several ordinary people who stood up for what they believed in and who fought for a cause, even when faced with immeasurable odds. Students will learn how members of very powerful groups have often excluded members of other groups from exercising certain rights. They will learn about some key historical figures who fought for various causes such as the abolition of slavery, the right for women to vote, and the welfare of migrant workers. Each of these individuals struggled for a cause, their struggles later helped change many laws, and they all practiced nonviolence. These historical figures also had an impact on the ability of others in our nation to exercise their individual rights. Students will understand the connection between ideas and actions, and how ordinary people can do extraordinary things, changing people’s awareness throughout an entire country. Students will also learn the terms civil rights and human rights, and what these terms mean.
The Fighting for a Cause domain will introduce students to seven historical leaders:
• Susan B. Anthony
• Eleanor Roosevelt
• Mary McLeod Bethune
• Jackie Robinson
• Rosa Parks
• Martin Luther King Jr.
• Cesar Chavez
Students will learn about the dedication and sacrifice of these historical leaders, as well as the significant impact they had on the fight for civil rights and human rights. This domain will also lay the foundation for review and extended learning of equal rights in later grades.
WHAT STUDENTS HAVE ALREADY LEARNED
The following domains, and the specific core content that was targeted in those domains, are particularly relevant to the read-alouds students will hear in Fighting for a Cause. This background knowledge will greatly enhance students’ understanding of the read-alouds they are about to enjoy:
• Kindergarten, Presidents and American Symbols
• Grade 1, A New Nation: American Independence
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Knowledge Sequence CKLA’s knowledge sequence is designed to build knowledge horizontally and
vertically, across and within grades.
K 1 2 3 4
The Five Senses
Stories
Native Americans
Kings and Queens
Columbus and the Pilgrims
Presidents and American
Symbols
Seasons and Weather
Colonial Towns and
Townspeople
Taking Care of the Earth
Farms
Plants
Nursery Rhymesand Fables
The Ancient Greek
Civilization
Cycles in Nature
Early Asian Civilizations
Fairy Tales and
Tall Tales
Greek Myths
The War of 1812
Insects
Immigration
Fighting for a Cause
The U.S. Civil War
The Human Body: Building Blocks
and Nutrition
Westward Expansion
Early American Civilizations
Early World Civilizations
The Human Body
Fables and Stories
Different Lands, Similar Stories
Animals and Habitats
Astronomy
The History of the Earth
Fairy Tales
A New Nation: American
Independence
Frontier Explorers
Light and Sound
The Ancient Roman
Civilization
Animal Classification
Classic Tales: The Wind in the Willows
The Human Body: Systems
and Senses
Native Americans: Regions
and Cultures
The Viking Age
Astronomy: Our Solar System and Beyond
Colonial America
Ecology
Early Explorations of North America
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Geology
Quest: Eureka!
Empires in theMiddle Ages
Personal Narratives
Poetry
Contemporary Fiction: The House on Mango Street
Treasure Island
The American Revolution
The Adventures of Don Quixote
Early American Civilizations
Personal Narratives
Poetry
Quest: A Midsummer
Night’s Dream
Chemical Matter
The Renaissance
The Reformation
Native Americans
In Grades K–2, these topics are covered in the Knowledge Strand.
In Grades 3–5, these topics are covered in the integrated units. The topics are covered in
depth and with focus.
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Additional Review Materials Research: The research base for CKLA is well documented, and can be found
at amplify.com/curriculum/core-knowledge-language-arts.
Teacher Resources: Found at the back of the Teacher Guides, this section provides information for the teacher on literacy instruction and best practices.
CKLA’s online resources: Access to the site is reserved for current customers, but may be granted upon request for review purposes. Resources on this site include:
— PDFs of teacher-facing materials
— PDFs of Readers
— CCSS Standards alignments
— Pacing Guides
— Digital versions of Flip Books, Image Cards, etc. for projection in the classroom
— Media files
— The Assessment and Remediation Guide for each grade level that includes supports for students struggling with foundational reading skills
— The Supplemental Guides that provide additional support for the Knowledge Strand in K–2
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