important people in american history activity pages

Important People in American History

Activity Pages

PRES

CHOO

L Co

re Kn

owled

ge La

ngua

ge Ar

ts


Activity Pages

PRESCHOOL

Core Knowledge Language Arts®

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expert reviewers

Chris Arndt reviewed materials pertaining to The Native Americans, The Pilgrims, Barack Obama, and Abraham Lincoln

Charles Calleros reviewed materials pertaining to Sonia Sotomayor

writerSusan Tyler Hitchcock The Native Americans;

The Pilgrims; Barack Obama; Abraham Lincoln; Sally Ride; Sonia Sotomayor

imagesBarbara Gibson 2A-1; 2A-2; 2B-1; 3B-1

Scott Hammond 5A-1 (Front); 5A-1 (Back)

Michael Parker 1B-1 (Front- bottom); 1B-1 (Back); 2A-3 (Front); 2A-3 (Back- top)

Michelle Weaver 6A-1 (Front); 7A-1 (Front); 7A-1 (Back- top)

Library of Congress, Prints & Photographs Division, LC-DIG-ppmsca-19241 5A-1 (Back- Lincoln)

NASA 6A-1 (Front- top); 6A-1 (Back- top); 6A-1 (Back- bottom)

Official White House Photo by Pete Souza 4A-1 (Back- top)

Official Portrait of thePresident by Pete Souza/The White House Important People in American

History Title Page

Stacey Ilys 7A-1 (Front- top); 7A-1 (Front- top)

Superstock 4A-1 (Front- top); 4A-1 (Back- bottom)

Shutterstock 2A-3 (Back- bottom); 4A-1 (Front- bottom) Regarding the Shutterstock items listed above, please note: “No person or entity shall falsely represent, expressly or by way of reasonable implication, that the content herein was created by that person or entity, or any person other than the copyright holder(s) of that content.”

Core Knowledge Language Arts Important People PRESCHOOL1A-1

Important People in A

merican History: Fam

ily Letter

Dear Fam

ily Mem

ber,

Throughout this school year, your child will be learning about im

portant people in A

merican history. Im

portant people are men and w

omen like scientists and

presidents who changed the w

ay we live today. A

s they learn about important

people, your child will also learn the difference betw

een things that happened a long tim

e ago and things that are happening today.

Below are som

e suggestions for activities you might do at hom

e to help your child learn about im

portant people and the past and present:

1. Talk with Your C

hild About the Past and Present

One of the greatest challenges that preschoolers face is learning to distinguish

(and talk about) things that happened in the past from things happening here

and now. Help your child learn to talk about things that happened long ago by

talking about old family photos or fam

ily stories. Tell your child that these things happened “a long, long tim

e ago,” “in the past,” or “before you were born.”

Help your child learn to talk about things that are happening today by talking about very recent fam

ily photos or events. Tell your child that these things happened “today,” “recently,” or “not very long ago.”

2. Read Aloud Each D

ay

Your child will bring hom

e stories about each of the important people they

are learning about in school. Read these stories with your child before bed.

Talk about whether the im

portant person lived a long, long time ago or is still

living today.

3. Talk About Your Heroes

Tell your child about someone you adm

ire who lived long ago or is living today.

Tell your child a true story about what this person did and w

hy this person is im

portant to you.

4. Identify Today’s Important People

Help your child learn about famous people in A

merica today w

ho are important

to your family. Point to and nam

e important people w

ho are on the television or on the cover of m

agazines. Be sure to explain why these people are im

portant and that these people are still alive today.

Core Knowledge Language Arts Important People PRESCHOOLDAY 3-A1B-1

Dear Fam

ily Mem

ber,

Your child is learning about Native A

mericans in school because w

e are nearing the Thanksgiving holiday. Read the story below

with your child to help him

/her rem

ember w

hat s/he learned about the Native A

mericans in school. You m

ight also talk about how

Native A

mericans dressed differently long ago and how

people dress today by pointing to som

e of the pictures as you read.


merican History:

The Native A

mericans

We live in a country called the U

nited States of America. In this country today, there

are many, m

any people, cars, and buildings. People like to talk on the phone, shop in the grocery store, play on com

puters, and watch television. Som

e people live in big cities w

ith tall buildings and lots of traffic. Som

e people live in the country where

there is lots of green grass and people drive tractors. But things in the United States

were not alw

ays the way they are today.

Long, long ago, long before your m

other and father w

ere born, and even long before your grandparents w

ere born, the United

States looked very different. There w

ere no phones or com

puters, no tall buildings, no cars or tractors, and no grocery stores. N

ot as m

any people lived here.

In th

at ti

me

long

ago

—fo

ur h

undr

ed y

ears

ago

–th

ere

wer

e tr

ees,

river

s, ro

cks,

and

mou

ntai

ns. T

here

wer

e w

ild a

nim

als,

like

deer

and

bird

s. Th

e on

ly p

eopl

e w

ho li

ved

here

way

bac

k th

en w

ere

the

Nat

ive

Amer

ican

s.

The

Nat

ive

Amer

ican

s kne

w m

any

thin

gs a

bout

how

to li

ve h

ere

way

bac

k th

en.

They

kne

w h

ow to

pla

nt se

eds i

n th

e gr

ound

and

gro

w c

orn,

pum

pkin

s, an

d be

ans

to e

at. T

hey

knew

how

to c

atch

fish

to e

at. T

hey

knew

how

to m

ake

clot

hing

from

the

skin

s and

furs

of t

he a

nim

als t

hat t

hey

hunt

ed. T

hey

knew

how

to u

se fi

res t

o co

ok

thei

r foo

d. T

he N

ativ

e Am

eric

ans l

ong

ago

lived

ver

y di

ffere

ntly

from

the

way

we

live

toda

y.

Core Knowledge Language Arts Important People PRESCHOOLDAY 3-A2A-1

Tell Me About the Native Americans and the Pilgrims

Help students cut out the puppets provided or cut them out ahead of time. Ask students to identify the puppets and then use the puppets and the backdrop to reenact the arrival of the Pilgrims.

Cutouts provided on a separate page

Core Knowledge Language Arts Important People PRESCHOOLDAY 3-A2A-2

for Tell Me About the Native Americans and the Pilgrims

Cutouts

Core Knowledge Language Arts Important People PRESCHOOLDAY 3-A PRE-WRITING STROKES: VERTICAL LINE2A-3

Dear Fam

ily Mem

ber,

Your child is learning about Pilgrims because w

e are nearing the Thanksgiving holiday. Read the story below


/her remem

ber what s/he learned

about the Pilgrims in school. You m

ight also talk about the way your fam

ily celebrates Thanksgiving today by talking about som

ething special you do each year at Thanksgiving time.

Important People

in Am

erican History: The Pilgrim

s Long,

long ago,

there w

ere people living in a country called England. In England, the king m

ade all the rules. The king and his rules m

ade some people

so angry that they decided to go live som

ewhere else. The

people who decided to m

ove aw

ay from England w

ere called the Pilgrim

s. The Pilgrims decided they w

ould move to Am

erica so they did not have to follow

the king’s rules. To get to America from

England, they had to sail a long tim

e across the Atlantic Ocean. They sailed on a boat nam

ed the Mayflow

er. Their journey w

as very hard.

When the Pilgrim

s arrived in Am

erica, they met a N

ative Am

erican man nam

ed Squanto w

ho was already living there.

Squanto became a special friend

of the Pilgrims. H

e taught them

many things about how

to live in Am

erica. He show

ed them how

to use w

ood from the forest to build

houses. He gave them

seeds to plant, so they could grow

food to eat. The Pilgrim

s were grateful to

Squanto for helping them learn to

live in their new hom

e.

Squa

nto

told

the

Pilg

rims t

hat e

very

yea

r whe

n it

was

tim

e to

har

vest

the

crop

s, he

and

th

e ot

her N

ativ

e Am

eric

ans h

ad a

cel

ebra

tion.

Afte

r the

har

vest

that

yea

r, th

e Pi

lgrim

s an

d th

e N

ativ

e Am

eric

ans c

eleb

rate

d to

geth

er. T

hey

roas

ted

turk

ey, fi

sh, a

nd d

eer m

eat.

They

coo

ked

corn

, pum

pkin

s, an

d be

ans.

Whe

n th

ey sa

w h

ow m

uch

good

food

they

ha

d, th

ey g

ave

than

ks to

geth

er.

Toda

y, on

the

holid

ay c

alle

d Th

anks

- gi

ving

, we

rem

embe

r the

cel

ebra

tion

that

the

Pilg

rims a

nd N

ativ

e Am

eric

ans

had

long

, long

ago

. Lot

s of f

amili

es

eat a

spec

ial m

eal o

f roa

st tu

rkey

, cor

n,

and

bean

s, ju

st li

ke th

e Pi

lgrim

s and

N

ativ

e Am

eric

ans.

Amer

ican

s cel

ebra

te

Than

ksgi

ving

to re

mem

ber a

ll w

e ha

ve

to b

e th

ankf

ul fo

r: th

e be

autif

ul c

ount

ry

we

live

in, t

he fo

od th

at k

eeps

us

heal

thy

and

stro

ng, a

nd th

e fri

ends

that

he

lp u

s fee

l saf

e an

d co

mfo

rtab

le in

our

ho

mes

.

Core Knowledge Language Arts Important People PRESCHOOL######2B-1

Below is a picture of foods the Pilgrims and Native Americans ate at the first Thanksgiving. Help your child identify these foods. Then, ask your child to draw a Thanksgiving feast with foods he/she would like to eat. Discuss similarities and differences between your child’s food choices and the food eaten at the first Thanksgiving.

My Thanksgiving Feast

Core Knowledge Language Arts Important People PRESCHOOL3B-1

I have a dream that one day...Happy Birthday, Martin Luther KingRemind your child that long ago, Martin Luther King Jr. made a famous speech that said, “I have a dream.”

His dream was that all children would “walk together as sisters and broth-ers” and could be friends and go to school together.

Help your student complete the sen-tence summarizing Martin Luther King Jr.’s dream. Write the words your student says below, then read them to your student, sliding your finger under the words as you read.

SUGGESTIONS: fair/equal/same; dream/wish; speech; sharing; today; long ago/today; friends


Dear Fam

ily Mem

ber,

Your child is learning about Barack Obam

a during African A

merican history m

onth. Read the story below


/her remem


about Barack Obam

a in school. You might also talk w

ith your child about the im

portant things the president does as the leader of our country.


merican History: Barack O

bama

Our country, the U

nited States of America,

has had many presidents. The forty-fourth

president of the United States is Barack

Hussein O

bama.

When President O

bama becam

e president, he and his fam

ily moved into

a big, fancy house in Washington, D

.C., called the W

hite House. The W

hite House

is different from m

ost houses because it is not only a place to live, but it is also a place to w

ork. In one part of the White

House there are room

s where the O

bama

family sleeps, gets dressed, and eats their

meals, just like you do in your house.

But a

noth

er p

art o

f the

Whi

te H

ouse

is

an o

ffice

bui

ldin

g w

here

lots

of b

usy

peop

le c

ome

to d

o ha

rd w

ork

ever

y da

y. Pr

esid

ent O

bam

a ha

s an

office

w

ith a

big

des

k w

here

he

can

read

and

sig

n im

port

ant p

aper

s. H

e al

so h

as a

ph

one

so th

at h

e ca

n ta

lk to

impo

rtan

t pe

ople

from

all

arou

nd th

e w

orld

. Si

nce

Pres

iden

t Oba

ma’s

offi

ce is

in th

e W

hite

Hou

se w

here

his

fam

ily li

ves,

his

daug

hter

s, M

alia

and

Sas

ha, c

an v

isit

him

whe

n th

ey g

et h

ome

from

scho

ol.

Pres

iden

t Oba

ma

once

told

Mal

ia a

nd S

asha

that

he

knew

thei

r liv

es w

ere

won

derf

ul

in m

any

way

s. H

e al

so to

ld th

em h

e w

ante

d ev

ery

child

in th

e U

nite

d St

ates

of A

mer

ica

to h

ave

a w

onde

rful

life

just

like

thei

rs. B

arac

k O

bam

a sa

id th

at h

e w

as g

oing

to w

ork

long

and

har

d to

mak

e th

e U

nite

d St

ates

a b

ette

r pla

ce to

live

so th

at a

ll ch

ildre

n w

ould

ha

ve th

e ch

ance

to “l

earn

and

dre

am a

nd g

row

.”

Pres

iden

t Oba

ma

talk

ed to

the

peop

le o

f the

Uni

ted

Stat

es a

nd to

ld th

em th

e sa

me

thin

g he

told

his

daug

hter

s. H

e sa

id h

e w

ante

d ev

eryo

ne in

the

Uni

ted

Stat

es to

hav

e a

chan

ce

to g

o to

a g

ood

scho

ol, t

o le

arn

how

to re

ad a

nd w

rite,

and

to h

ave

a go

od lif

e in

the

Uni

ted

Stat

es.


Dear Fam

ily Mem

ber,

Your child is learning about Abraham

Lincoln because it is Presidents’ Day. Read the

story below w

ith your child to help him/her rem

ember w

hat s/he learned about A

braham Lincoln in school. Using the illustrations on this page, encourage your child

to retell the story about Abraham

Lincoln borrowing his neighbor’s book. You m

ight also talk w

ith your child about what it m

eans to be honest. Remind your child that

Abraham

Lincoln’s nickname w

as “Honest Abe.”


merican History:

Abraham

Lincoln

Long, long ago, long before your m

other and father were

born, and even long before your grandparents w

ere born, almost

two hundred years ago—

a boy nam

ed Abraham Lincoln

grew up in the U

nited States of Am

erica. People called him by

his nickname: “Abe.” W

hen Abe w

as a young boy, he lived with

his family far out in the country

in a log cabin. Abe’s family had

to work hard all day long. Abe

had so many chores to do, that

he did not have time to go to

school.

But Abe wanted to learn all

kinds of things. So every night, he w

ould read many books. In

those days, no one had electric lights that you could turn on after dark. So after dark, in order to read, Abe Lincoln sat next to the fireplace. The light from

the fire helped him

see the words

on the pages of the books that he w

as reading.

Abe

wan

ted

to re

ad m

ore,

so h

e bo

rrow

ed

a bo

ok fr

om a

man

who

live

d ne

arby

. One

ni

ght a

big

thun

ders

torm

cam

e by

, and

rain

le

aked

in th

roug

h th

e ro

of o

f Abe

’s ca

bin.

The

bo

ok h

e ha

d bo

rrow

ed fr

om h

is ne

ighb

or g

ot

soak

ing

wet

! The

pag

es w

ere

stuc

k to

geth

er

and

it w

as h

ard

to re

ad th

e w

ords

. The

boo

k w

as ru

ined

.

Abe

felt

terr

ible

. He

brav

ely

carr

ied

the

ruin

ed

book

bac

k an

d sh

owed

it to

the

man

he

had

borr

owed

it fr

om. A

be k

new

the

book

was

ve

ry im

port

ant t

o th

e m

an a

nd h

e fe

lt ba

dly

that

it w

as ru

ined

. He

agre

ed to

wor

k on

his

ne

ighb

or’s

farm

for t

hree

day

s in

orde

r to

pay

for t

he b

ook

that

had

bee

n ru

ined

. Abe

pr

oved

that

he

was

an

hone

st b

oy a

nd a

har

d w

orke

r.

As A

brah

am L

inco

ln g

rew

up,

mor

e an

d m

ore

peop

le sa

w h

ow h

ones

t and

har

d w

orki

ng

he w

as. T

hey

calle

d hi

m “H

ones

t Abe

.” Th

ey

trus

ted

him

so m

uch

that

they

cho

se h

im to

be

pre

siden

t of t

he U

nite

d St

ates

of A

mer

ica.

H

e w

as o

ur si

xtee

nth

pres

iden

t.

Core Knowledge Language Arts Important People PRESCHOOL

This is a true story about Sally Ride, who

became fam

ous as the first American w

oman

to travel into space. She was a scientist and

an astronaut.

Sally Ride loved playing sports, like tennis and football. She enjoyed doing her schoolw

ork and learned as m

uch as she could about science. When she w

as a little girl, she w

atched rockets launch into space on TV. She thought it was really exciting to see

astronauts go into space. Those lucky people got to fly higher into the sky than anyone had ever been before!

Sally Ride worked hard in school. She learned about how

machines like cars and

rockets work. She decided she w

anted to be an astronaut and fly into space. People said to her, “Sally, it’s really hard to be an astronaut.” And she answ

ered, “Just you see. I am going to be an astronaut.”

6A-1

Dear Fam

ily Mem

ber,

Your child is learning about Sally Ride because it is Wom

en’s History Month. Read the

story below w

ith your child to help him/her rem

ember w

hat s/he learned in school. You m

ight also watch the night sky your child. G

o outside and look at the stars and m

oon together and talk about what you see.

Important People in

Am

erican History: Sally Ride

Whe

n sh

e w

as fi

nish

ed g

oing

to sc

hool

, Sa

lly g

ot a

job

as a

n Am

eric

an a

stro

naut

.

Sally

Rid

e be

cam

e a

mem

ber o

f a te

am o

f as

tron

auts

. The

se a

stro

naut

s all

wor

ked

toge

ther

to fl

y a

big

spac

e sh

ip c

alle

d th

e sp

ace

shut

tle h

igh

up in

to th

e sk

y, hi

gher

th

an a

ny a

irpla

ne c

ould

fly.

On

laun

ch d

ay, S

ally

and

the

othe

r as

tron

auts

put

on

thei

r spa

ce su

its a

nd

got r

eady

to g

o in

to sp

ace.

The

y he

ard

the

coun

tdow

n. Te

n, n

ine,

eig

ht, s

even

, six

, five

, fo

ur, t

hree

, tw

o, o

ne, b

last

off!

The

spac

e sh

uttle

bla

sted

into

spac

e.

Sally

lear

ned

that

life

is d

iffer

ent f

or

astr

onau

ts li

ving

in a

spac

e sh

ip h

igh

up

in th

e sk

y. Sh

e w

ore

a sp

ecia

l spa

ce su

it.

She

ate

spec

ial f

ood.

Her

bod

y flo

ated

in

the

air,

even

insid

e th

e sp

ace

ship

! Whe

n th

eir w

ork

was

don

e, S

ally

Rid

e an

d th

e as

tron

auts

dro

ve th

e sp

ace

shut

tle c

aref

ully

do

wn

out o

f the

sky

and

land

ed b

ack

on

Eart

h ag

ain.

Man

y ye

ars l

ater

, Sal

ly R

ide

still

re

mem

bere

d he

r firs

t trip

into

spac

e. S

he re

mem

bere

d w

hen

the

rock

et b

last

ed o

ff.

“The

re is

so m

uch

pow

er; t

here

is so

muc

h th

unde

r,” sh

e sa

id. S

he re

mem

bere

d lo

okin

g ou

t the

win

dow

. “I s

aw th

e bl

ackn

ess o

f spa

ce, a

nd th

en th

e br

ight

blu

e Ea

rth,

” she

said

. Ev

ery

chan

ce sh

e co

uld,

she

shar

ed th

e ex

cite

men

t of s

cien

ce a

nd sp

ace

with

kid

s. Sh

e w

ante

d ev

eryo

ne, g

irls a

nd b

oys,

to k

now

that

they

cou

ld b

ecom

e sc

ient

ists a

nd

astr

onau

ts if

they

wan

ted

to b

e.


Dear Fam

ily Mem

ber,

Your child is learning about Sonia Sotomayor because it is W

omen’s History M

onth. Read the story below


/her remem


in school. You might also talk about w

hat languages people in your family can speak

since Sonia was bilingual and speaks both English and Spanish.

When Sonia Sotom

ayor was a little girl, she lived in the

Bronx in New

York. Everyone in her family spoke Spanish,

but everyone in her school spoke English! She had to learn quickly to speak English, even though she still spoke Spanish at hom

e every day. Sonia Sotomayor w

as proud to be a bilingual student.

As a child, Sonia’s mother told her that if

she worked hard in school, she could be

anything she wanted to be. “I don’t care

what w

ork you do when you grow

up,” her m

other said. “Just do it well.”


merican

History: Sonia Sotomayor

Soni

a So

tom

ayor

wen

t to

scho

ol fo

r man

y ye

ars s

o th

at sh

e co

uld

beco

me

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r man

y ye

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f stu

dyin

g an

d w

orki

ng h

ard,

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ia S

otom

ayor

fin

ally

bec

ame

a ju

dge.

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n Ju

dge

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may

or w

ould

com

e in

to th

e co

urtr

oom

, som

eone

wou

ld c

all o

ut, “

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er in

the

cour

t! Al

l Rise

! Jud

ge

Soto

may

or is

her

e.” E

very

one

wou

ld st

and

up a

nd li

sten

to w

hat J

udge

So

tom

ayor

had

to sa

y.

Soni

a So

tom

ayor

was

a sm

art

and

help

ful j

udge

. She

was

so

goo

d at

her

job

as a

judg

e th

at P

resid

ent O

bam

a as

ked

her t

o be

com

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just

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on th

e Su

prem

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urt o

f the

Uni

ted

Stat

es o

f Am

eric

a. N

ow S

onia

So

tom

ayor

goe

s to

wor

k ev

ery

day

at th

e Su

prem

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urt.

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puts

on

her b

lack

robe

, an

d ev

eryo

ne c

alls

her J

ustic

e So

tom

ayor

. She

kno

ws a

ll ab

out t

he la

ws,

or ru

les,

that

pe

ople

in th

e U

nite

d St

ates

ha

ve to

follo

w. H

er jo

b is

to

thin

k ab

out t

he b

est w

ay to

he

lp p

eopl

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ey th

ose

law

s. A

ju

dge

in th

e Su

prem

e Co

urt i

s ca

lled

a ju

stic

e, so

she

is ca

lled

Just

ice

Soto

may

or.

Co

re Kn

ow

ledg

e la

ng

uag

e arts

series e

dito

r-in-Ch

ief

E. D. H

irsch, Jr.

presid

ent

Linda Bevilacqua

ed

itoria

l sta

ffCarolyn G

osse, Senior Editor - PreschoolKhara Turnbull, M

aterials Developm

ent Manager

Michelle L. W

arner, Senior Editor - Listening & Learning

Mick Anderson

Robin BlackshireM

aggie BuchananPaula CoynerSue FultonSara H

untErin KistRobin LueckeRosie M

cCormick

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eborah Samley

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iane Auger Smith

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desig

n an

d gra

phiCs s

taff

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oneganLiza G

reeneM

att LeechBridget M

oriartyLauren Pack

Co

nsu

lting p

rojeCt m

an

ag

emen

t serviCes

ScribeConcepts.com

ad

ditio

na

l Co

nsu

lting s

erviCesAng BlanchetteD

orrit Green

Carolyn Pinkerton

aCKn

ow

ledg

men

tsThese m

aterials are the result of the work, advice, and encouragem

ent of numerous individuals over m

any years. Some of those singled out here already

know the depth of our gratitude; others m

ay 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 unnam

ed we are deeply grateful.

Co

ntribu

tors to e

arlier v

ersion

s of th

ese materia

lsSusan B. Albaugh, Kazuko Ashizaw

a, Nancy Braier, Kathryn M

. Cumm

ings, Michelle D

e Groot, D

iana Espinal, Mary E. Forbes, M

ichael L. Ford, Ted H

irsch, Danielle Knecht, Jam

es K. Lee, Diane H

enry Leipzig, Martha G

. Mack, Liana M

ahoney, Isabel McLean, Steve M

orrison, Juliane K. Munson,

Elizabeth B. Rasmussen, Laura Tortorelli, Rachael L. Shaw

, Sivan B. Sherman, M

iriam E. Vidaver, Catherine S. W

hittington, Jeannette A. William

s

We w

ould like to extend special recognition to Program D

irectors Matthew

Davis and Souzanne W

right who w

ere instrumental to the early

development of this program

.

sCh

oo

lsW

e are truly grateful to the teachers, students, and administrators of the follow

ing schools for their willingness to field test these m

aterials and for their invaluable advice: Capitol View

Elementary, Challenge Foundation Academ

y (IN), Com

munity Academ

y Public Charter School, Lake Lure Classical Academ

y, Lepanto Elementary School, N

ew H

olland Core Knowledge Academ

y, Paramount School of Excellence, Pioneer Challenge Foundation

Academy, N

ew York City PS 26R (The Carteret School), PS 30X (W

ilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O

. Loretan), PS 104Q

(The Bays Water), PS 214K (M

ichael Friedsam), PS 223Q

(Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q

(Goldie M

aple Academy),

Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elem

entary School, Thomas Jefferson Classical

Academy, Three O

aks Elementary, W

est Manor Elem

entary.

And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasm

in Lugo-Hernandez, and Susan Sm

ith, whose suggestions and day-to-day

support to teachers using these materials in their classroom

s was critical.


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