2nd Edition Reviewer Guide
2nd Edition Reviewer Guide Core Knowledge Language Arts® | Grades K–5
Welcome Dear 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
1
Table of Contents 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
2
Prepare for the Delivery
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
3
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.
K–2 Program Guide
The Program Guides can be downloaded here: K–2 Program Guide: https://s3.amazonaws.com/amplifyassets/pdf/ckla-program-guide-K2.pdf 3–5 Program Guide: https://s3.amazonaws.com/amplifyassets/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
3–5 Program Guide
Principles of CKLA 3–5 Instruction
4
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.
Skills 3
Teacher Guide
Grade 2
Knowledge 3
Teacher Guide
Grade 2
The Ancient Greek Civilization
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.
Unit 7 American Revolution
Teacher Guide
Grade 4
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.
5
Student Readers The 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. 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 .
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 .”
Beth
“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 .”
I dropped the coin in my pock·et, and we went on with our hike .
32
I am Beth .
22
I am ten .
6
Grade 1, Unit 7
I am at camp . 7
Camp is fun .
Grade 1, Unit 5
3
2
Grade 1, Unit 1
In Grades 3–5, Readers support close reading and fluency practice on unit topics.
Unit 7 What’s in Our Universe
Reader
Grade 3
Unit 7 American Revolution
Teacher Guide
Grade 4
Unit 6
Reader
Grade 5
The Reformation: Shifts in Power
6
Activity Books Student 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. Skills Strand 5.1
NAME: DATE:
of
6
from
Activity Page
all
5
Skills 8
Activity Book
Kindergarten
Directions: Have students write a word from the box to complete each sentence.
1. Stan got the best gift ————————————
2. Chad put
his mom.
————————————
the frogs in the pond.
3. The man had ham and a bag ————————————
chips.
Skills 8
21
Knowledge Strand 1.1
NAME:
Activity Page
DATE:
Elements of Fairy Tales Title: Settings(s)
9
Fairy Tales
10
Knowledge 7–11
8
A New Nation:
Characters Animals and Habitats
American Independence
11
Frontier Explorers
Activity Book
Grade 1
Knowledge 9
The History of the Earth
Directions: Draw or write the elements of the fairy tale in the chart.
7
Fantasy (events)
Problems
Solutions
Ending
Knowledge 9
Fairy Tales
41
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.
7
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.
8
Introduction to Units Each unit begins with the goals for the unit. The unit Introduction also includes information on: Phonics
The Student Reader
Spelling
Additional Support
Grammar
Vocabulary
Morphology
Assessment
Writing and writing process
Pausing Points
Extension activities
Teacher Resources
Kindergarten | Skills 3
Introduction In 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’.
2
1
• /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.
Skills 3
Teacher Guide
Kindergarten
Introduction
1
9
Introduction to Domains Each domain begins with the goals for the domain. In addition, the Introduction includes: Day-by-day outline of instruction
Core vocabulary lists
Domain components needed for instruction
Assessment information Resources for supporting all learners
Rationale for why the domain is important
Additional recommended resources
Review of content related to the domain taught in previous domains or grades
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
Knowledge 12
Teacher Guide
Grade 2
Fighting for a Cause 2
Knowledge 12
Fighting for a Cause
10
Knowledge Sequence CKLA’s knowledge sequence is designed to build knowledge horizontally and vertically, across and within grades.
K
1
2
3
4
5
Nursery Rhymes and Fables
Fables and Stories
Fairy Tales and Tall Tales
Classic Tales: The Wind in the Willows
Personal Narratives
Personal Narratives
The Five Senses
The Human Body
Early Asian Civilizations
Animal Classification
Empires in the Middle Ages
Early American Civilizations
Stories
Different Lands, Similar Stories
The Ancient Greek Civilization
The Human Body: Systems and Senses
Poetry
Poetry
Plants
Early World Civilizations
Greek Myths
The Ancient Roman Civilization
Quest: Eureka!
The Adventures of Don Quixote
Farms
Early American Civilizations
The War of 1812
Light and Sound
Geology
The Renaissance
Native Americans
Astronomy
Cycles in Nature
The Viking Age
Contemporary Fiction: The House on Mango Street
The Reformation
Kings and Queens
The History of the Earth
Westward Expansion
Astronomy: Our Solar System and Beyond
The American Revolution
Quest: A Midsummer Night’s Dream
Seasons and Weather
Animals and Habitats
Insects
Native Americans: Regions and Cultures
Treasure Island
Native Americans
Columbus and the Pilgrims
Fairy Tales
The U.S. Civil War
Early Explorations of North America
Colonial Towns and Townspeople
A New Nation: American Independence
The Human Body: Building Blocks and Nutrition
Colonial America
Taking Care of the Earth
Frontier Explorers
Immigration
Ecology
Presidents and American Symbols
Chemical Matter
Fighting for a Cause
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.
11
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
——
igital versions of Flip Books, D Image Cards, etc. for projection in the classroom
——
Media files
——
he Assessment and Remediation T Guide for each grade level that includes supports for students struggling with foundational reading skills
——
he Supplemental Guides that T provide additional support for the Knowledge Strand in K–2
12
¬.
For more information call 1-800-823-1969 or visit amplify.com.
© 2017 Amplify Education, Inc. All trademarks and copyrights are the property of Amplify or its licensors
13
Welcome Dear 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
1
Table of Contents 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
2
Prepare for the Delivery
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
3
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.
K–2 Program Guide
The Program Guides can be downloaded here: K–2 Program Guide: https://s3.amazonaws.com/amplifyassets/pdf/ckla-program-guide-K2.pdf 3–5 Program Guide: https://s3.amazonaws.com/amplifyassets/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
3–5 Program Guide
Principles of CKLA 3–5 Instruction
4
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.
Skills 3
Teacher Guide
Grade 2
Knowledge 3
Teacher Guide
Grade 2
The Ancient Greek Civilization
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.
Unit 7 American Revolution
Teacher Guide
Grade 4
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.
5
Student Readers The 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. 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 .
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 .”
Beth
“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 .”
I dropped the coin in my pock·et, and we went on with our hike .
32
I am Beth .
22
I am ten .
6
Grade 1, Unit 7
I am at camp . 7
Camp is fun .
Grade 1, Unit 5
3
2
Grade 1, Unit 1
In Grades 3–5, Readers support close reading and fluency practice on unit topics.
Unit 7 What’s in Our Universe
Reader
Grade 3
Unit 7 American Revolution
Teacher Guide
Grade 4
Unit 6
Reader
Grade 5
The Reformation: Shifts in Power
6
Activity Books Student 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. Skills Strand 5.1
NAME: DATE:
of
6
from
Activity Page
all
5
Skills 8
Activity Book
Kindergarten
Directions: Have students write a word from the box to complete each sentence.
1. Stan got the best gift ————————————
2. Chad put
his mom.
————————————
the frogs in the pond.
3. The man had ham and a bag ————————————
chips.
Skills 8
21
Knowledge Strand 1.1
NAME:
Activity Page
DATE:
Elements of Fairy Tales Title: Settings(s)
9
Fairy Tales
10
Knowledge 7–11
8
A New Nation:
Characters Animals and Habitats
American Independence
11
Frontier Explorers
Activity Book
Grade 1
Knowledge 9
The History of the Earth
Directions: Draw or write the elements of the fairy tale in the chart.
7
Fantasy (events)
Problems
Solutions
Ending
Knowledge 9
Fairy Tales
41
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.
7
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.
8
Introduction to Units Each unit begins with the goals for the unit. The unit Introduction also includes information on: Phonics
The Student Reader
Spelling
Additional Support
Grammar
Vocabulary
Morphology
Assessment
Writing and writing process
Pausing Points
Extension activities
Teacher Resources
Kindergarten | Skills 3
Introduction In 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’.
2
1
• /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.
Skills 3
Teacher Guide
Kindergarten
Introduction
1
9
Introduction to Domains Each domain begins with the goals for the domain. In addition, the Introduction includes: Day-by-day outline of instruction
Core vocabulary lists
Domain components needed for instruction
Assessment information Resources for supporting all learners
Rationale for why the domain is important
Additional recommended resources
Review of content related to the domain taught in previous domains or grades
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
Knowledge 12
Teacher Guide
Grade 2
Fighting for a Cause 2
Knowledge 12
Fighting for a Cause
10
Knowledge Sequence CKLA’s knowledge sequence is designed to build knowledge horizontally and vertically, across and within grades.
K
1
2
3
4
5
Nursery Rhymes and Fables
Fables and Stories
Fairy Tales and Tall Tales
Classic Tales: The Wind in the Willows
Personal Narratives
Personal Narratives
The Five Senses
The Human Body
Early Asian Civilizations
Animal Classification
Empires in the Middle Ages
Early American Civilizations
Stories
Different Lands, Similar Stories
The Ancient Greek Civilization
The Human Body: Systems and Senses
Poetry
Poetry
Plants
Early World Civilizations
Greek Myths
The Ancient Roman Civilization
Quest: Eureka!
The Adventures of Don Quixote
Farms
Early American Civilizations
The War of 1812
Light and Sound
Geology
The Renaissance
Native Americans
Astronomy
Cycles in Nature
The Viking Age
Contemporary Fiction: The House on Mango Street
The Reformation
Kings and Queens
The History of the Earth
Westward Expansion
Astronomy: Our Solar System and Beyond
The American Revolution
Quest: A Midsummer Night’s Dream
Seasons and Weather
Animals and Habitats
Insects
Native Americans: Regions and Cultures
Treasure Island
Native Americans
Columbus and the Pilgrims
Fairy Tales
The U.S. Civil War
Early Explorations of North America
Colonial Towns and Townspeople
A New Nation: American Independence
The Human Body: Building Blocks and Nutrition
Colonial America
Taking Care of the Earth
Frontier Explorers
Immigration
Ecology
Presidents and American Symbols
Chemical Matter
Fighting for a Cause
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.
11
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
——
igital versions of Flip Books, D Image Cards, etc. for projection in the classroom
——
Media files
——
he Assessment and Remediation T Guide for each grade level that includes supports for students struggling with foundational reading skills
——
he Supplemental Guides that T provide additional support for the Knowledge Strand in K–2
12
¬.
For more information call 1-800-823-1969 or visit amplify.com.
© 2017 Amplify Education, Inc. All trademarks and copyrights are the property of Amplify or its licensors
13
