skills unit 1 workbook
TRANSCRIPT
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Unit 1Workbook
GR
AD
E 1
Core
Know
ledge
Lang
uage
Arts®
• New
York
Editi
on • S
kills
Stra
nd
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Unit 1Workbook
Skills Strand
GRADE 1
Core Knowledge Language Arts®New York Edition
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Creative Commons LicensingThis work is licensed under a Creative Commons Attribution-
NonCommercial-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 Attribution-
NonCommercial-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.
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do this is with a link to this web page:
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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.
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Unit 1Workbook
This Workbook contains worksheets that accompany many of the lessons from the Teacher Guide for Unit 1. Each worksheet is identifi ed by the lesson number in which it is used. The worksheets in this book do not include written instructions for students because the instructions would have words that are not decodable. Teachers will explain these worksheets to the students orally, using the instructions in the Teacher Guide. The Workbook is a student component, which means each student should have a Workbook.
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Unit 1 1
© 2013 Core Knowledge Foundation
Dire
ction
s: H
ave t
he st
uden
t tra
ce a
nd co
py th
e let
ters.
Th e
stud
ent s
houl
d sa
y the
soun
ds w
hile
writ
ing
the l
ette
rs.
c1
1
1 2
3
1
2
3
21
1
2
1
2
21
12
2
1
1.1Name
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2 Unit 1
© 2013 Core Knowledge Foundation
pan cap
nap can
Dire
ction
s: H
ave t
he st
uden
t writ
e eac
h w
ord
unde
r its
mat
chin
g pi
cture
.
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Unit 1 3
© 2013 Core Knowledge Foundation
1.2Name
Dear Family Member,
It is exciting to start the school year–a warm welcome back to you and your child!
During the early weeks of school, we will review the skills taught in Kindergarten. This review period will also give us the opportunity to get to know your child better so we can identify his or her particular areas of strength and weakness in reading. It is important that we determine exactly what level of instruction is most appropriate for your child.
Once we have completed our evaluations, your child will be placed in the instructional materials most appropriate for his or her learning needs. You will begin to see more examples of class work, as well as homework, on a regular basis.
It is important that parents become involved in the education of their child. If you would like information on how you can help your child at home, please do not hesitate to contact me. You will continue to receive periodic parent letters that will give you tips and activities to do with your child at home. I look forward to teaching your child this year and helping each student to grow as a reader!
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4 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 5
© 2013 Core Knowledge Foundation
2.1NameD
irecti
ons:
Hav
e the
stud
ent t
race
and
copy
the l
ette
rs. Th
e st
uden
t sho
uld
say t
he so
unds
whi
le w
ritin
g th
e let
ters.
1
1
1
2
2
1
3
12
1
2
1
2
1
2
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6 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 7
© 2013 Core Knowledge Foundation
cat pot dot
dad cap dig
Dire
ction
s: H
ave t
he st
uden
t writ
e eac
h w
ord
unde
r its
mat
chin
g pi
cture
.2.2Name
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8 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 9
© 2013 Core Knowledge Foundation
Dear Family Member:
Ask your child to cut out the letter cards. Arrange the cards to make the word cat. Have your child read the word, sound by sound. Repeat with the following words: pat, pot, pit, nap, it, got, dog, dig, not. If your child does well reading the words, read the words aloud one at a time, and ask him to spell the word by arranging the letter cards.
a p n
c g i
o t d
2.3Name
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10 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 11
© 2013 Core Knowledge Foundation
3.1Name
12
2
1
Dire
ction
s: H
ave t
he st
uden
t tra
ce a
nd co
py th
e let
ters.
Th e
stud
ent s
houl
d sa
y the
soun
ds w
hile
writ
ing
the l
ette
rs.
1
1
1
1
2
1
2
3
21
2
1
3
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12 Unit 1
© 2013 Core Knowledge Foundation
1 2
3
1
2
1
2
21
12
1
2
1
2
1
2
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Unit 1 13
© 2013 Core Knowledge Foundation
3.2Name
pan dot dad
dog pin nap
Dire
ction
s: H
ave t
he st
uden
t writ
e eac
h w
ord
unde
r its
mat
chin
g pi
cture
.
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14 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 15
© 2013 Core Knowledge Foundation
Dire
ction
s: H
ave t
he st
uden
t tra
ce a
nd co
py th
e let
ters.
Th e
stud
ent s
houl
d sa
y the
soun
ds w
hile
writ
ing
the l
ette
rs.
1
2
12
3
1 2 4
1
2 3
1
22
1
1
2 3
3
1
2
12
3
1
2
3
2
1
1 2 4
4.1Name
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16 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 17
© 2013 Core Knowledge Foundation
a dog mom and dad
a fat pig a tin can
Dire
ction
s: H
ave t
he st
uden
t writ
e eac
h ph
rase
unde
r its
mat
chin
g pi
cture
.4.2Name
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18 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 19
© 2013 Core Knowledge Foundation
Dear Family Member,
Your child has been taught to read words by saying the sounds and then blending them together to make a word. Below are some words your child should be able to read with practice. Ask your child to cut out the word cards. Show the cards to your child and have him or her read them. Please encourage your child to read the words by saying individual sounds and then blending them together to make a word. The words marked with a star are Tricky Words. These are words that are not pronounced as students may expect; we say that Tricky Words do not play by the rules. As an extension of this activity, ask your child to copy the words onto a sheet of paper. Please keep the word cards for future practice.
fat did pig
and dog not
mad cat mats
vet damp gift
a I
4.3Name
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20 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 21
© 2013 Core Knowledge Foundation
Dire
ction
s: H
ave t
he st
uden
t tra
ce a
nd co
py th
e let
ters.
Th e
stud
ent s
houl
d sa
y the
soun
ds w
hile
writ
ing
the l
ette
rs.5.1Name
12
3
12
3
1
1
21
3
1
2
1
1
12
3
12
3
1
2
21
3
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22 Unit 1
© 2013 Core Knowledge Foundation
stamp hat ham
fist mop ants
Dire
ction
s: H
ave t
he st
uden
t writ
e eac
h w
ord
unde
r its
mat
chin
g pi
cture
.
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Unit 1 23
© 2013 Core Knowledge Foundation
6.1Name
1. met man mat bat
2. zip zap sip vat
3. cut cot got gut
4. pet vet vat fat
5. rot rob rod red
6. fox fix fax fan
7. spill grab stop spit
8. clip drip drop drum
9. cabs dogs crabs crust
10. flint flag print flap
11. mess mass miss muss
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24 Unit 1
© 2013 Core Knowledge Foundation
12. kong king kin ken
13. wack wax wick wicks
14. ships chops chips chaps
15. chin shin shun sin
16. that fin this thin
17. chin jill chill spill
18. quest chest quill best
19. bus buzz boss buff
20. ebb edd odd bibb
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Unit 1 25
© 2013 Core Knowledge Foundation
6.1NameContinued
21. the was of to
22. a from your are
23. have one who their
24. you said were says
25. here I is no
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26 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 27
© 2013 Core Knowledge Foundation
Name
Scoring Sheet for Word Recognition TestLines Code Knowledge Tested Items
CorrectSpecific Errors
1–6 CVC word with single-letter spellings, e.g., fax, fat
___/6 Sound spellings missed and/or confusion, e.g., ‘b’ and ‘d’, ‘s’ and ‘z’, ‘a’, and ‘o’
7–13 Consonant clusters, e.g., ‘dr’ in drip
___/7 Clusters missed:
14–20 Consonant digraphs and double-letter spellings, e.g., ‘ss’ and ‘th’
___/7 Consonant digraphs/double-letter spellings missed:
21–25 Tricky Words, e.g., the and I ___/5 Tricky Words missed:
Total Score: ____________ /20
• Students who scored 18 out of 20 (90%) or above have strong word recognition skills and are making good progress. They will next take the Story Reading Test, “Gwen’s Hens.”
• Students who scored 17 or less should be assessed one-on-one. They will first receive the Pseudoword Reading Test.
6.1Continued
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28 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 29
© 2013 Core Knowledge Foundation
6.2Name
Seth
This is Seth Smith.
Seth is ten.
Seth must get in bed at ten.
Seth can jump on his bed, but notpast ten.
Seth can stomp and romp andstand on his hands, but not past ten.
Seth’s dad gets mad if Seth is notin bed at ten.
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30 Unit 1
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Unit 1 31
© 2013 Core Knowledge Foundation
6.3Name
Seth’s Mom
This is Pat.
Pat is Seth’s mom.
Pat can fix things.
Pat can scrub, plan, and think.
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32 Unit 1
© 2013 Core Knowledge Foundation
Pat can run fast.
Pat can sing songs.
Pat can sing songs.
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Name
Unit 1 33
© 2013 Core Knowledge Foundation
6.4
Kit
Kit can run.
Kit can skip.
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34 Unit 1
© 2013 Core Knowledge Foundation
Kit can flip and flop.
Kit can swim.
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Name
Unit 1 35
© 2013 Core Knowledge Foundation
6.5
Kit and Stan
Kit ran and hid.
Stan ran and got Kit.
Stan ran and hid.
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36 Unit 1
© 2013 Core Knowledge Foundation
Kit ran and got Stan.
Kit and Stan had fun.
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Unit 1 37
© 2013 Core Knowledge Foundation
7.1Name
Gwen’s Hens
Gwen had a red hen.
Gwen kept the hen in a pen.
The hen sat on its eggs.
It sat and sat and sat.
When Gwen got up, the hen was still on
its eggs.
When Gwen went to bed, the hen was
still there.
Then the hen was a mom!
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38 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 39
© 2013 Core Knowledge Foundation
7.2Name
1. Gwen had a:
dog
cat
hen
2. The hen was:
wet
red
mad
3. Gwen kept the hen in a:
box
pen
pet
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40 Unit 1
© 2013 Core Knowledge Foundation
4. The hen sat on:
a bed
a mat
its eggs
5. When Gwen went went to bed, the hen:
sat and sat
had a snack
went with Gwen
6. The hen sat and sat and was a:
kid
dad
mom
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Unit 1 41
© 2013 Core Knowledge Foundation
7.3Name
CVC Words 1. wug rab sep zat het
CVC Words 2. kem jid pog lum yod
CVC Words 3. lin fod cax ved mip
Consonant Cluster 4. nist brin clup stent glosp
Consonant Digraphs 5. thock shup chim quib ling
Double-Letter Spellings 6. muzz vell tass beff dagg
Words correct ____________ / 30
Error Analysis
Short Vowel Letter-Sound Errors:
Consonant Letter-Sound Errors:
Consonant Cluster Errors:
Consonant Digraph Errors:
Double-Letter Spellings
Pseudoword Scoring SheetDirections: If a student misreads a word, write the letter for the sound that is misread above the corresponding letter in the word. If student reads “wug” as /wag/, mark “wug” as follows: a
wug
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42 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 43
© 2013 Core Knowledge Foundation
7.4Name
1. m s f v z
2. r l n e u
3. I o a t y
4. d g h j k
5. b p c w x
6. sh ch th ng qu
7. ff ss ll gg ck
Letter/sounds correct ____________ / 35
Code Knowledge Diagnostic Test
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44 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 45
© 2013 Core Knowledge Foundation
7.5Name
1. a w e
2. t y u
3. o p s
4. f g h
5. k l z
6. c v b
7. d x j
8. n i m
9. u r q
10. l y g
Letter names correct ____________ / 10
Letter Name Test
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46 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 47
© 2013 Core Knowledge Foundation
7.6Name
Seth’s Dad
This is Ted.
Ted is Seth’s dad.
Ted is strong.
Ted can chop big
logs with his ax.
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48 Unit 1
© 2013 Core Knowledge Foundation
Ted can lift big
stumps.
Ted can crush tin
cans with his hands.
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Unit 1 49
© 2013 Core Knowledge Foundation
7.7Name
Sal’s Fish Shop
Pat and Seth went in Sal’sFish Shop.
Sal had fresh fish.
Sal had fresh shrimp.
Sal had crabs.
Sal had clams.
Sal had squid.
Pat got fish and shrimp.
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50 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 51
© 2013 Core Knowledge Foundation
7.8NameD
irecti
ons:
Hav
e stu
dent
s dra
w a
pict
ure f
or ea
ch p
hras
e.
1. flip flops
2. big drop
3. tin can
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52 Unit 1
© 2013 Core Knowledge Foundation
4. red mat
5. big hat
6. mom and dad
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Name
Unit 1 53
© 2013 Core Knowledge Foundation
7.9
Kit’s Hats
Kit has hats.
Kit has big hats.
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54 Unit 1
© 2013 Core Knowledge Foundation
Kit has flat hats.
Kit has fun hats.
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Name
Unit 1 55
© 2013 Core Knowledge Foundation
7.10
Kit’s Cats
Kit has cats.
Kit’s cats run fast.
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56 Unit 1
© 2013 Core Knowledge Foundation
Kit’s cats lap up milk.
Kit’s cats jump up on Kit’s bed.
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Unit 1 57
© 2013 Core Knowledge Foundation
8.1Name
Lunch
Seth had lunch with his momand dad.
Pat had shrimp and chips.
Ted had shrimp, fish, andchips.
Seth had ham and chips.
Munch, munch.
Crunch, crunch.
Yum, yum.
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58 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 59
© 2013 Core Knowledge Foundation
8.2Name
Seth’s Finch
That’s Seth’s pet finch, Chip.
Chip can flap his wings.
Chip can munch on ants andbugs.
Chip can sing.
Chip can land on Seth’s hand.
That finch is fun!
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60 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 61
© 2013 Core Knowledge Foundation
8.3Name
1. big dog
2. red cap
3. mad Dad
Dire
ction
s: H
ave s
tude
nts d
raw
a p
ictur
e for
each
phr
ase.
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62 Unit 1
© 2013 Core Knowledge Foundation
4. fat cat
5. wet frog
6. pig and hen
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Name
Unit 1 63
© 2013 Core Knowledge Foundation
8.4
Kit’s Mom
Kit’s mom gets up at six.
Kit’s mom gets dad up.
Kit’s mom gets Kit up.
Kit’s mom gets dad fed.
Kit’s mom gets Kit fed.
Kit’s mom gets Kit’s pets fed
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64 Unit 1
© 2013 Core Knowledge Foundation
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Name
Unit 1 65
© 2013 Core Knowledge Foundation
8.5
Mumps
Kit has mumps.
Kit is in bed.
Kit can’t get up.
Kit can’t run and jump.
Kit can’t skip and hop.
Kit is sad.
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66 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 67
© 2013 Core Knowledge Foundation
9.1Name
Lost Finch
Seth’s pet finch, Chip, is lost.
Seth can’t spot him.
Pat can’t spot him.
Ted can’t spot him.
Chip is not on Seth’s bed.
Chip is not on Seth’s desk.
Then, at last, Pat spots Chip.
Chip hid in Pat’s hat and slept.
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68 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 69
© 2013 Core Knowledge Foundation
9.2Name
Seth’s Sled
Seth’s sled went fast.
Seth held on.
Seth hit bumps but did not stop.
Seth hit slush but did not stop.
Then Seth’s sled hit mud.
Splash!
Seth got mud on his sled.
Seth got mud on his pants.
Seth got mud on his hat.
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70 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 71
© 2013 Core Knowledge Foundation
9.3NameD
irecti
ons:
Hav
e stu
dent
s dra
w a
pict
ure f
or ea
ch p
hras
e.
1. a cup
2. wet mop
3. big log
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72 Unit 1
© 2013 Core Knowledge Foundation
4. red ball
5. sad pal
6. hot dog
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Name
Unit 1 73
© 2013 Core Knowledge Foundation
9.4
Up
Kit gets up on top.
Kit helps Max get up.
Max helps Jen get up.
Jen helps Kent get up.
Kent helps Ted get up.
Ted helps Peg get up.
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74 Unit 1
© 2013 Core Knowledge Foundation
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Name
Unit 1 75
© 2013 Core Knowledge Foundation
9.5
Fast Fred
Kit’s pal Fred gulps his milk.
Fast Fred gulps and gulps.
Fred gets milk on his desk.
Fred gets milk on his pants.
Fred gets milk on Kit.
Kit gets mad at Fred.
“Stop it, Fred!”
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76 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 77
© 2013 Core Knowledge Foundation
10.1Name
Meg’s Tots
This is Meg. Meg is Pat’s best pal.
Pat has 1 lad—Seth.Meg has 5 tots—Tom, Tim, Max, Sam, and Wes.Meg has quints!
Pat and Ted help Meg. Pat sets Tim and Tom on Seth’s rug. Ted sets Sam on Seth’s quilt.Pat sets Max on Seth’s bed. Ted helps Wes stand up on Seth’s desk.
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78 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 79
© 2013 Core Knowledge Foundation
10.2Name
Hash and Milk
Pat and Ted had lunch with Meg’s tots.
Max got hash on his chin.
Wes got hash on his bib.
Tim’s milk is on Tom.
Then Tom got milk on Tim.
Sam got milk on Pat and Ted.
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80 Unit 1
© 2013 Core Knowledge Foundation
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Name
Unit 1 81
© 2013 Core Knowledge Foundation
10.3
Pip’s Cats
Pip is Kit’s pal.
Pip has six cats.
Pip’s cats got in mud.
Pip’s cats left mud on his rug.
Pip’s mom got mad.
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82 Unit 1
© 2013 Core Knowledge Foundation
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Name
Unit 1 83
© 2013 Core Knowledge Foundation
10.4
Vic Gets Lost
Pip’s cat Vic got lost.
Pip felt sad.
Kit ran and got Vic.
Kit set Vic on Pip’s lap.
Pip felt glad.
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84 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 85
© 2013 Core Knowledge Foundation
10.5NameD
irecti
ons:
Tell
stude
nts t
o cu
t out
the l
ette
rs an
d see
how
man
y wor
ds th
ey ca
n m
ake.
Ask
them
to w
rite t
he w
ords
on
a pi
ece o
f pap
er.
b x l
u o j
g r n
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86 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 87
© 2013 Core Knowledge Foundation
11.1NameD
irecti
ons:
Hav
e the
stud
ent t
race
and
copy
the l
ette
rs. Th
e st
uden
t sho
uld
say t
he so
unds
whi
le w
ritin
g th
e let
ters.
1
1
12
3
12
3
1
2
12
3
2
1
1
2
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88 Unit 1
© 2013 Core Knowledge Foundation
fan van zip
sit fin cats
Dire
ction
s: H
ave t
he st
uden
t writ
e eac
h w
ord
unde
r its
mat
chin
g pi
cture
.
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Unit 1 89
© 2013 Core Knowledge Foundation
11.2NameD
irecti
ons:
Hav
e the
stud
ent c
ut o
ut th
e let
ter c
ards
. s
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90 Unit 1
© 2013 Core Knowledge Foundation
z
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Unit 1 91
© 2013 Core Knowledge Foundation
11.2NameContinued
f
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92 Unit 1
© 2013 Core Knowledge Foundation
v
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Unit 1 93
© 2013 Core Knowledge Foundation
11.3Name
Dear Family Member,
Ask your child to cut out the letter cards and arrange the cards to make the word sit. Have your child read the word, sound by sound. Repeat with the following words: sat, mat, man, van, hit, hat, fit, fan, in. If your child does well reading the words, read the words aloud one at a time and ask your child to spell the word by arranging the letter cards.
s m f
n i t
a h v
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94 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 95
© 2013 Core Knowledge Foundation
1
2
3
21 11
2
12
3
1
2
1
2
3
21
1
1
2
12
3
1
2
Dire
ction
s: H
ave t
he st
uden
t tra
ce a
nd co
py th
e let
ters.
Th e
stud
ent s
houl
d sa
y the
soun
ds w
hile
writ
ing
the l
ette
rs.12.1Name
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96 Unit 1
© 2013 Core Knowledge Foundation
1. r a t2. l and3. t r i p4. l i p5. t r i m6. s t o p7. h i p8. c u p9. d r o p10. p l o t
Dire
ction
s: H
ave t
he st
uden
t cou
nt th
e sou
nds i
n ea
ch w
ord,
circ
le th
e spe
lling
s, an
d w
rite t
he n
umbe
r of s
ound
s in
the b
ox. Th
en
have
the s
tude
nt co
py th
e wor
ds o
n th
e lin
es.
r a t3
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Unit 1 97
© 2013 Core Knowledge Foundation
12.2Name
3. nest
1. bed
4. rug
2. lamp
Dire
ction
s: H
ave t
he st
uden
t writ
e eac
h w
ord
unde
r its
mat
chin
g pi
cture
.
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98 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 99
© 2013 Core Knowledge Foundation
1
1 2
1
2 4
1
23
4
12
3
41
2
1
2 4
1
23
4
12
3
4
12
1 2
1
Dire
ction
s: H
ave t
he st
uden
t tra
ce a
nd co
py th
e let
ters.
Th e
stud
ent s
houl
d sa
y the
soun
ds w
hile
writ
ing
the l
ette
rs.13.1Name
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100 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 101
© 2013 Core Knowledge Foundation
13.2NameName
a I no to all of is
1. It is a big bus.
2. No, it is not a tent.
Dire
ction
s: Re
ad th
e Tric
ky W
ords
in th
e box
. Say
and
then
writ
e the
Tric
ky W
ords
in ea
ch se
nten
ce in
the s
pace
pro
vide
d be
low.
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102 Unit 1
© 2013 Core Knowledge Foundation
3. all of us
4. a hint of it
4. I went to bed.
a I no to all of is
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Unit 1 103
© 2013 Core Knowledge Foundation
13.3Name
Dear Family Member,
Ask your child to cut out the word cards and arrange the cards to make phrases. You may ask your child to copy the phrases onto a sheet of paper. Modifications: Arrange the cards yourself and have your child read the phrases. Note that the tricky parts in Tricky Words are underlined in gray. Please keep the cards for future practice. Remember that the words marked with a star are Tricky Words, which are words that don’t play by the spelling rules.
all rest to
must sit run
in cats some
men bed wet
a I no
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104 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 105
© 2013 Core Knowledge Foundation
14.1NameD
irecti
ons:
Hav
e the
stud
ent t
race
and
copy
the l
ette
rs. Th
e st
uden
t sho
uld
say t
he so
unds
whi
le w
ritin
g th
e let
ters.
1
2
3
21
21
1
2
1 2
1
1
1
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106 Unit 1
© 2013 Core Knowledge Foundation
tub bug rat
nuts grin wig
Dire
ction
s: H
ave t
he st
uden
t writ
e eac
h w
ord
unde
r its
mat
chin
g pi
cture
.
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Unit 1 107
© 2013 Core Knowledge Foundation
15.1NameD
irecti
ons:
Hav
e the
stud
ent t
race
and
copy
the l
ette
rs an
d w
ords
. Th e
stud
ent s
houl
d sa
y the
soun
ds w
hile
writ
ing
the l
ette
rs. 1 1 2
31 21
2
1
1
2
1 2
3
1 2
1
21
2
1
2 3
12
1 2 1
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108 Unit 1
© 2013 Core Knowledge Foundation
Dire
ction
s: H
ave t
he st
uden
t writ
e eac
h w
ord
unde
r its
mat
chin
g pi
cture
.
1. bed
2. jet
3. jog
4. jam
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Unit 1 109
© 2013 Core Knowledge Foundation
15.2Name
Dear Family Member,
Ask your child to cut out the word cards and arrange the cards to make phrases. You may ask your child to copy the phrases onto a sheet of paper. Modification: Arrange the cards yourself and have your child read the phrases. Note that the tricky parts in Tricky Words are underlined in gray. Please keep the cards for future practice.
and have rug
fast sad mad
jumps gets red
dog frog bug
are were yes
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110 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 111
© 2013 Core Knowledge Foundation
Dire
ction
s: H
ave t
he st
uden
t tra
ce a
nd co
py th
e let
ters
and
wor
ds. Th
e st
uden
t sho
uld
say t
he so
unds
whi
le w
ritin
g th
e let
ters.
21
12
3
1
23
1
23
12
3
1 2
1 2
1
2
1
23
1
2
1
2
1
1 2
1 2
1 2
16.1Name
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112 Unit 1
© 2013 Core Knowledge Foundation
Dire
ction
s: H
ave t
he st
uden
t writ
e eac
h w
ord
unde
r its
mat
chin
g pi
cture
.
1. box
2. mix
3. kid
4. six 6
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Unit 1 113
© 2013 Core Knowledge Foundation
Dire
ction
s: H
ave t
he st
uden
t tra
ce a
nd co
py th
e let
ters
and
wor
ds. Th
e st
uden
t sho
uld
say t
he so
unds
whi
le w
ritin
g th
e let
ters.
1
2
1
2
1
1
2
1
1
2
1
21
1
2
1
2
1
17.1Name
1
2
1
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114 Unit 1
© 2013 Core Knowledge Foundation
ship chimp chips
fish bench dish
Dire
ction
s: H
ave t
he st
uden
t writ
e eac
h w
ord
unde
r its
mat
chin
g pi
cture
.
![Page 121: Skills Unit 1 Workbook](https://reader031.vdocuments.net/reader031/viewer/2022012319/586b73ca1a28ab0b6b8b7d94/html5/thumbnails/121.jpg)
Unit 1 115
© 2013 Core Knowledge Foundation
17.2Name
Dear Family Member,
Your child has been taught to read Tricky Words. Tricky Words are hard to read because they contain parts that are not pronounced the way one would expect. Have your child read the Tricky Words in the box and the sentences below. Note that the tricky parts of the Tricky Words are underlined in gray. Have your child write the matching Tricky Words for each sentence on the line. Extension: Have your child copy the completed sentences on a blank sheet of paper or dictate the sentences to your child.
is two to
are from do
1. Mom and dad mad.
2. Max six.
3. Dad had cats.
4. Mom went bed.
5. Just it!
6. That gift is dad.
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116 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 117
© 2013 Core Knowledge Foundation
18.1Name
1
2
1
2
Dire
ction
s: H
ave t
he st
uden
t tra
ce a
nd co
py th
e let
ters
and
wor
ds. Th
e st
uden
t sho
uld
say t
he so
unds
whi
le w
ritin
g th
e let
ters.
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
21
2 1
1
2
1
2
1
2
1
2
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118 Unit 1
© 2013 Core Knowledge Foundation
bath moth
cloth fifth
Dire
ction
s: H
ave t
he st
uden
t writ
e eac
h w
ord
unde
r its
mat
chin
g pi
cture
.
5
12
34
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Unit 1 119
© 2013 Core Knowledge Foundation
18.2Name
Dear Family Member,
Your child has been taught to read words with the digraphs ‘ch’ as in chips, ‘sh’ as in shin, and ‘th’ as in thin or then. Below are some words your child should be able to read with practice. Ask your child to cut out the word cards. Show the cards to your child and have him or her read them. Please encourage your child to read the words by saying sounds and then blending them to make a word. As an extension of this activity, ask your child to copy the words onto a sheet of paper. Please keep the word cards for future practice.
dish chop shelf
that brush rich
this chin bath
shop thin much
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120 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 121
© 2013 Core Knowledge Foundation
19.1NameD
irecti
ons:
Hav
e the
stud
ent r
erea
d th
e sto
ry a
nd a
nsw
er th
e que
stion
s
Beth
1. Who went on top of a path at the pond?
2. Who got some snap shots?
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122 Unit 1
© 2013 Core Knowledge Foundation
3. Did Beth get a snap shot of a cat?
4. Dad got a snap shot of . . .
a fish.
Mom.
Beth.
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Unit 1 123
© 2013 Core Knowledge Foundation
20.1NameD
irecti
ons:
Hav
e the
stud
ent t
race
and
copy
the l
ette
rs an
d w
ords
. Th e
stud
ent s
houl
d sa
y the
so
unds
whi
le w
ritin
g th
e let
ters.
121
21
2 1 2
1
2 1 2
1
2
1
2
1
21 2
121
2
121
21
1
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124 Unit 1
© 2013 Core Knowledge Foundation
quilt sing king
swing fang strong
Dire
ction
s: H
ave t
he st
uden
t writ
e eac
h w
ord
unde
r its
mat
chin
g pi
cture
.
![Page 131: Skills Unit 1 Workbook](https://reader031.vdocuments.net/reader031/viewer/2022012319/586b73ca1a28ab0b6b8b7d94/html5/thumbnails/131.jpg)
Unit 1 125
© 2013 Core Knowledge Foundation
20.2NameD
irecti
ons:
Hav
e the
stud
ent r
erea
d th
e sto
ry a
nd a
nsw
er th
e que
stion
s.
Nat
1. Beth and Nat met . . .
in the U.K.
at camp.
on a bus.
2. Who got a lot of snap shots of Nat?
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126 Unit 1
© 2013 Core Knowledge Foundation
3. Beth got a snap shot of Nat with
a mask on.
a frog.
a fish.
4. Who got a job in the U.K.?
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Unit 1 127
© 2013 Core Knowledge Foundation
20.3Name
Dear Family Member,
Ask your child to cut out the letter cards. Have your child arrange the cards to make a series of real words and/or silly words (e.g. shup). Have your child read the words. Discuss whether each word is real or silly. Modification: Arrange the cards yourself and have your child read the words. Extension: Have your child copy the words onto a sheet of paper. Please keep the cards for future practice.
ch p i s
m a j z
u sh x th
qu b t o
w e ng g
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128 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 129
© 2013 Core Knowledge Foundation
21.1Name
a eo ui
Dire
ction
s: H
ave t
he st
uden
t cut
out
the l
ette
r car
ds.
![Page 136: Skills Unit 1 Workbook](https://reader031.vdocuments.net/reader031/viewer/2022012319/586b73ca1a28ab0b6b8b7d94/html5/thumbnails/136.jpg)
130 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 131
© 2013 Core Knowledge Foundation
21.2NameD
irecti
ons:
Hav
e the
stud
ent r
erea
d th
e sto
ry a
nd a
nsw
er th
e que
stion
s.
The Trip to the U.K.
1. Mom and Beth went to the U.K. on
a bus.
a ship.
a jet.
2. Who had a nap on the jet?
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132 Unit 1
© 2013 Core Knowledge Foundation
3. Who met Mom and Beth at the end of the ramp?
4. Beth slept...
next to Nat and Mom.
next to Dot.
on a rug.
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Unit 1 133
© 2013 Core Knowledge Foundation
22.1NameD
irecti
ons:
Hav
e the
stud
ent c
opy o
r pas
te th
e sen
tenc
es on
to W
orks
heet
22.
1 in
the c
orre
ct or
der.
Bud sat in a box with a cast on one leg.
Bud had a bad leg.
Nat’s mom let him have Bud.
The vet had to fix Bud’s leg.
Bud the Cat
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134 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 135
© 2013 Core Knowledge Foundation
22.1NameD
irecti
ons:
Hav
e the
stud
ent p
aste
the s
ente
nces
from
Wor
kshe
et 2
2.1
onto
this
wor
kshe
et in
the c
orre
ct or
der.
Th en
hav
e the
stu
dent
illu
strat
e eac
h sen
tenc
e.
1. 3.
2. 4.
![Page 142: Skills Unit 1 Workbook](https://reader031.vdocuments.net/reader031/viewer/2022012319/586b73ca1a28ab0b6b8b7d94/html5/thumbnails/142.jpg)
136 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 137
© 2013 Core Knowledge Foundation
22.2Name
Dear Family Member,
This is a story your child has read at school. Encourage your child to read the story to you and talk about it together. Note that the tricky parts of the Tricky Words are underlined in gray.
Bud the Cat
This is a snap shot of Nat’s cat, Bud.
Nat got Bud from a vet.
Bud had a bad leg.
The vet had to fix Bud’s leg.
Bud had to sit in a box with a cast on one leg.
Then Nat said, “Mom, can I have him? Can I? Can I? Can I?”
Dot said yes.
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138 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 139
© 2013 Core Knowledge Foundation
23.1NameD
irecti
ons:
Hav
e the
stud
ent r
erea
d th
e sto
ry a
nd a
nsw
er th
e que
stion
s.
The Fish
1. Nat got . . .
fish.
two cats.
one dog.
2. The fish munch on . . .
a hot dog.
chips.
fish snacks.
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140 Unit 1
© 2013 Core Knowledge Foundation
3. Can the cat smell the fish?
4. Can the cat get the fish?
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Unit 1 141
© 2013 Core Knowledge Foundation
23.2Name
Dear Family Member,
This is a story your child has read at school. Encourage your child to read the story to you and talk about it together. Note that the tricky parts of the Tricky Words are underlined in gray.
The Fish
This is a snap shot of Nat’s fish.
The fish swim and splash and munch on fish snacks.
The cat can smell the fish.
It can press on the glass.
It can grab at the fish.
But it can not get them.
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142 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 143
© 2013 Core Knowledge Foundation
24.1Name
/k/
> ‘c
k’
cat
king
cost
kitso
ckpi
ckJa
ckco
tca
mp
Dire
ction
s: H
ave t
he st
uden
t rea
d th
e wor
ds in
the b
ox a
nd u
nder
line a
ll of
the s
pelli
ngs f
or / k
/. Th
en h
ave t
he st
uden
t writ
e the
w
ords
that
cont
ain
the /
k/ so
und
spell
ed ‘c
’ und
er th
e / k/
> ‘c’
hea
der,
the w
ords
that
cont
ain
the /
k/ so
und
spell
ed ‘k
’ und
er th
e / k
/>‘k’
hea
der,
and
the w
ords
that
cont
ain
the /
k/ so
und
spell
ed ‘c
k’ un
der t
he / k
/>‘ck
’ hea
der.
/k/
> ‘c
’/k
/ >
‘k’
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144 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 145
© 2013 Core Knowledge Foundation
25.1Name
Dear Family Member,
Ask your child to cut out the word cards and arrange the cards to make phrases. Ask your child to copy the phrases onto a sheet of paper. Modification: Arrange the cards yourself and have your child read the phrases. Note that the tricky parts in Tricky Words are underlined in gray. Please keep the cards for future practice.
his all pigs
strong two with
have run the
kick sniff legs
![Page 152: Skills Unit 1 Workbook](https://reader031.vdocuments.net/reader031/viewer/2022012319/586b73ca1a28ab0b6b8b7d94/html5/thumbnails/152.jpg)
146 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 147
© 2013 Core Knowledge Foundation
26.1NameD
irecti
ons:
Hav
e the
stud
ent r
erea
d th
e sto
ry a
nd a
nsw
er th
e que
stion
s.
The Flag Shop
1. The U.K. flag has . . .
a red dot.
a black box.
a red cross.
2. Who went to the shop?
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148 Unit 1
© 2013 Core Knowledge Foundation
3. Who is in the snap shot of the U.K. flag?
4. egg doll Nat boss brick
5. Beth flag mat dog shell
6. cat stiff yell plum Bud
Dire
ction
s: In
line
4, h
ave t
he st
uden
ts m
ark
the n
ouns
that
nam
e a th
ing;
in li
ne 5
, hav
e the
m m
ark
the n
ouns
that
nam
e a
perso
n; in
line
6, h
ave t
hem
mar
k no
uns.
![Page 155: Skills Unit 1 Workbook](https://reader031.vdocuments.net/reader031/viewer/2022012319/586b73ca1a28ab0b6b8b7d94/html5/thumbnails/155.jpg)
Unit 1 149
© 2013 Core Knowledge Foundation
26.2Name
Dear Family Member,
Have your child cut out the word cards. Tell your child that all of these words are nouns. Nouns are words that name people or things. Ask your child to sort the nouns: one column for nouns that name a person and one column for nouns that name a thing. Extension: Have your child make a sentence with each noun.
egg chick man
kid Jeff clock
rock drum king
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150 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 151
© 2013 Core Knowledge Foundation
28.1NameD
irecti
ons:
Hav
e the
stud
ent r
erea
d th
e sto
ry a
nd a
nsw
er th
e que
stion
s.
Which is the Best?
1. Who had to huff and puff to get to the top?
2. Where are Nat and Beth in snap shot one?
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152 Unit 1
© 2013 Core Knowledge Foundation
3. Why did Mom and Dot lift Nat up?
4. steps Jack rocks Dot dress
5 kid moms glass Beth pill
6. huff sock said Nat bed
Dire
ction
s: In
line
4, h
ave t
he st
uden
ts m
ark
the n
ouns
that
nam
e a th
ing;
in li
ne 5
, hav
e the
m m
ark
the n
ouns
that
nam
e a
perso
n; in
line
6, h
ave t
hem
mar
k no
uns.
![Page 159: Skills Unit 1 Workbook](https://reader031.vdocuments.net/reader031/viewer/2022012319/586b73ca1a28ab0b6b8b7d94/html5/thumbnails/159.jpg)
Unit 1 153
© 2013 Core Knowledge Foundation
28.2Name
nifftep
lam
pill
tung
uch wam
lip
Directions:
Ask your child to cut out the two circles. Pin the smaller circle on top of the larger circle using a brass fastener. Ask your child to spin the smaller circle to make words. Have your child read the words. Extension: Ask your child to copy the words onto a sheet of paper. Modification: Arrange the circles yourself and have your child read the words.
s
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154 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 155
© 2013 Core Knowledge Foundation
29.1NameD
irecti
ons:
Hav
e the
stud
ent c
opy o
r pas
te th
e sen
tenc
es on
to W
orks
heet
29.
1 in
the c
orre
ct or
der.
Nat, Dot, Beth, and Beth’s mom all went to the bus stop.
Nat said that this is the best bus.
A thrush was all set to land on Nat’s hand.
It was a big red bus with a top deck.
The Bus Stop
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156 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 157
© 2013 Core Knowledge Foundation
29.1NameD
irecti
ons:
Hav
e the
stud
ent p
aste
the s
ente
nces
from
Wor
kshe
et 2
9.1
onto
this
wor
kshe
et in
the c
orre
ct or
der.
Th en
hav
e the
stu
dent
illu
strat
e eac
h sen
tenc
e.
1. 3.
2. 4.
Continued
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158 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 159
© 2013 Core Knowledge Foundation
30.1NameD
irecti
ons:
Hav
e the
stud
ent r
erea
d th
e sto
ry a
nd a
nsw
er th
e que
stion
s.
On the Bus
1. Where did Nat and Beth sit on the bus?
2. The bus went past . . .
a wind mill.
Big Ben and two sheds.
a big shop and Big Ben.
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160 Unit 1
© 2013 Core Knowledge Foundation
3. What is Big Ben?
4. Big Ben went . . .
bam bam.
click clack.
ding dong.
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Unit 1 161
© 2013 Core Knowledge Foundation
30.2Name
Dear Family Member,
Ask your child to cut out the word cards. Have your child arrange the cards to make questions. Extension: Ask the child to copy the words onto a sheet of paper. Modification: Arrange the cards yourself and have your child read the questions. Note that the tricky parts in Tricky Words are underlined in gray. Please keep the cards for future practice.
Who the was
When man What
Why there is
that here Where
?
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162 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 163
© 2013 Core Knowledge Foundation
31.1NameD
irecti
ons:
Hav
e the
stud
ent c
opy t
he w
ord
onto
the l
eft si
de o
f the
pap
er, fo
ld it
in h
alf,
and
then
writ
e the
wor
d fro
m m
emor
y on
the r
ight
side
of t
he p
aper.
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.
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164 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 165
© 2013 Core Knowledge Foundation
31.2NameD
irecti
ons:
Hav
e the
stud
ent r
erea
d th
e sto
ry a
nd a
nsw
er th
e que
stion
s.
The Man in the Black Hat
1. What is the job of the man in the black hat?
2. Did Beth get the man to grin?
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166 Unit 1
© 2013 Core Knowledge Foundation
3. What did Nat do to get the man to grin?
4. Who did Nat get to grin?
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Unit 1 167
© 2013 Core Knowledge Foundation
32.1NameD
irecti
ons:
Hav
e the
stud
ent c
opy t
he w
ord
onto
the l
eft si
de o
f the
pap
er, fo
ld it
in h
alf,
and
then
writ
e the
wor
d fro
m m
emor
y on
the r
ight
side
of t
he
pape
r.
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.
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168 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 169
© 2013 Core Knowledge Foundation
32.2NameD
irecti
ons:
Hav
e the
stud
ent r
erea
d th
e sto
ry a
nd a
nsw
er th
e que
stion
s.
The Man in the Kilt
1. Who was the man that Nat and Beth met?
2. The kilt tells us that the man is . . .
a Scot.
French.
from the U.S.
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170 Unit 1
© 2013 Core Knowledge Foundation
3. What is a kilt?
4. kilt dog clock Todd stamp
5. word Scot rug king man
6. pub U.S. twig Rick tell
Dire
ction
s: In
line
4, h
ave t
he st
uden
ts m
ark
the n
ouns
that
nam
e a th
ing;
in li
ne 5
, hav
e the
m m
ark
the n
ouns
that
nam
e a
perso
n; in
line
6, c
ircle
the n
ouns
that
nam
e a p
lace
.
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Unit 1 171
© 2013 Core Knowledge Foundation
32.3Name
Dear Family Member,
This is a story your child has read at school at least once, possibly several times. Encourage your child to read the story to you and talk about it together.
The Bus Stop
Dot led us to a bus stop. At the bus stop there was a thrush.
Nat held up his hand. The thrush was all set to land on his hand, but then Dot said, “Nat, stop that!”
Nat let his hand drop.
At the bus stop, Nat said, “Beth, this is the best bus!”
I said, “Why? Is it fast?”
“No,” Nat said, “it is not that fast.”
“Then why is it the best?”
Just then, Nat said, “There it is!”
It was a big red bus with a top deck!
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172 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 173
© 2013 Core Knowledge Foundation
NameName PP1NameD
irecti
ons:
Hav
e the
stud
ent t
race
and
copy
the l
ette
rs. Th
e st
uden
t sho
uld
say t
he so
unds
whi
le w
ritin
g in
the l
ette
rs.
1
2
1
2
1
12
1 2
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174 Unit 1
© 2013 Core Knowledge Foundation
1
2
1 2
1
2
1
12
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Unit 1 175
© 2013 Core Knowledge Foundation
NameName PP2NameD
irecti
ons:
Hav
e the
stud
ent t
race
and
copy
the l
ette
rs. Th
e st
uden
t sho
uld
say t
he so
unds
whi
le w
ritin
g th
e let
ters.
1
1
12
3
4
3
21
2
1
3
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176 Unit 1
© 2013 Core Knowledge Foundation
1
1
12
3
4
3
21
2
1
3
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Unit 1 177
© 2013 Core Knowledge Foundation
NameName PP3NameD
irecti
ons:
Hav
e the
stud
ent t
race
and
copy
the l
ette
rs.
1
2
1
2
1
1
2
1
2
1
2 1 2
121
2
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178 Unit 1
© 2013 Core Knowledge Foundation
1
2
1
2
1
1
2
1
2
1
2 1 2
121
2
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Unit 1 179
© 2013 Core Knowledge Foundation
NameName PP4NameD
irecti
ons:
Hav
e the
stud
ent t
race
and
copy
the d
oubl
e-let
ter s
pelli
ng.
12
12
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
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180 Unit 1
© 2013 Core Knowledge Foundation
12
12
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
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Unit 1 181
© 2013 Core Knowledge Foundation
NameName PP5NameD
irecti
ons:
Hav
e the
stud
ent t
race
and
copy
the l
ette
rs. Th
e st
uden
t sho
uld
say t
he so
unds
whi
le w
ritin
g te
h let
ters.
1
2
1
1
2 3
1
2
1
12
3
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182 Unit 1
© 2013 Core Knowledge Foundation
1
2
1
1
2 3
1
2
1
12
3
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Unit 1 183
© 2013 Core Knowledge Foundation
NameName PP6Name
1
2
Dire
ction
s: H
ave t
he st
uden
t tra
ce a
nd co
py th
e let
ters.
Th e
stud
ent s
houl
d sa
y the
soun
ds w
hile
writ
ing
the l
ette
rs.
1 2
3
12
3
1
12
3
1 2 4
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184 Unit 1
© 2013 Core Knowledge Foundation
1
2
12
3
1 2
3
12
3
1
1 2 4
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Unit 1 185
© 2013 Core Knowledge Foundation
NameName PP7Name
Template for Fishing Pond Exercise
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186 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 187
© 2013 Core Knowledge Foundation
NameName PP8Name
Directions:
Ask your child to cut out the word cards. Have your child arrange the cards to make phrases. Extension: Ask your child to copy the phrases onto a sheet of paper. Modification: Arrange the cards yourself and have your child read the phrases. Note that the tricky parts in Tricky Words are underlined in gray. Please keep the cards for future practice.
the a to
sat and has
Greg in one
pig ran shed
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188 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 189
© 2013 Core Knowledge Foundation
NameName PP9Name
crack an egg sit on grass
bring a stick two bricks
Dire
ction
s: H
ave t
he st
uden
t writ
e eac
h ph
rase
unde
r its
mat
chin
g pi
cture
.
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190 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 191
© 2013 Core Knowledge Foundation
NameName PP10NameD
irecti
ons:
Hav
e the
stud
ent r
ead
the w
ords
and
phr
ases.
Th e
n ha
ve th
e stu
dent
writ
e the
mat
chin
g w
ord
for e
ach
phra
se on
the
line.
dress tub soft
pond ring
1. the bell
2. black
3. chick
4. frogs in
5. fill the
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192 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 193
© 2013 Core Knowledge Foundation
NameName PP11NameD
irecti
ons:
Hav
e the
stud
ent r
ead
the w
ords
and
phr
ases.
Th e
n ha
ve th
e stu
dent
writ
e the
mat
chin
g w
ords
for e
ach
phra
se on
the
line.
two glass word
here smell
1. milk in
2. quilts
3. bad
4. spell the
5. sit
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194 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 195
© 2013 Core Knowledge Foundation
Name PP12NameName
the a two
black and one
hat big quilt
dress best kings
Dire
ction
s: H
ave t
he st
uden
t cut
out
the w
ord
card
s. H
ave t
he st
uden
t cre
ate p
hras
es w
ith th
e wor
ds a
nd w
rite t
hem
on
a pi
ece o
f pa
per.
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196 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 197
© 2013 Core Knowledge Foundation
Name PP13NameNameD
irecti
ons:
Hav
e the
stud
ent r
ead
the w
ords
and
sent
ence
s. Th
en h
ave t
he st
uden
t writ
e the
mat
chin
g w
ords
for e
ach
sente
nce o
n th
e lin
e.
fish Why There
Who kilt hill
1. Jack and Jill went up the
.
2. is no one here.
3. Nat has a cat and .
4. Beth and Nat met a man in a
.
5. did Dot’s map rip?
6. has a pet?
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198 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 199
© 2013 Core Knowledge Foundation
Name PP14NameNameD
irecti
ons:
Hav
e the
stud
ent r
ead
the w
ords
and
sent
ence
s. Th
en h
ave t
he st
uden
t writ
e the
mat
chin
g w
ords
for e
ach
sente
nce o
n th
e lin
e.
pig fish from
licks sand cracks
1. The crab runs on the .
2. The cat runs the dog.
3. The chick the egg.
4. Do swim in the pond?
5. The digs in the mud.
6. The dog Mom’s hand.
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200 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 201
© 2013 Core Knowledge Foundation
Name PP15NameName
? .
When Where do
Who are The
here did was
kids that cat
the jump run
Dire
ction
s: H
ave t
he st
uden
t cut
out
the c
ards
. Th e
n ha
ve th
e stu
dent
crea
te se
nten
ces w
ith th
e wor
ds a
nd w
rite t
hem
on
a pi
ece
of p
aper.
Rem
ind
the s
tude
nt th
at se
nten
ces s
tart
with
an
uppe
rcas
e let
ter a
nd en
d w
ith a
per
iod
or q
uesti
on m
ark.
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202 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 203
© 2013 Core Knowledge Foundation
Name PP16NameNameD
irecti
ons:
Hav
e the
stud
ent r
ead
the q
uesti
on w
ords
and
que
stion
s. Th
en h
ave t
he st
uden
t writ
e the
mat
chin
g qu
estio
n w
ord
for
each
que
stion
on
the l
ine.
When Where Why
What Who Which
1. did the dog rip?
2. is Dot?
3. man had a kilt on?
4. did the man in the black hat stand?
5. was Bud at the vet?
6. was Beth sad?
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204 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 205
© 2013 Core Knowledge Foundation
Name PP17NameNameD
irecti
ons:
Hav
e the
stud
ent r
ead
the T
ricky
Wor
ds a
nd se
nten
ces.
Th en
hav
e the
stud
ent w
rite t
he m
atch
ing T
ricky
Wor
d fo
r eac
h sen
tenc
e on
the l
ine.
Some Once All
says Where from
1. I got a gift Dad.
2. chicks are soft.
3. there was a strong king.
4. did Tom fling the rock?
5. Josh that one plus one is two.
6. kids have pets.
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206 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 207
© 2013 Core Knowledge Foundation
Name PP18NameName
Dear Family Member,
This is a story your child has read at school. Encourage your child to read the story aloud to you and talk about the events in the story. If your child has difficulty reading a word, encourage your child to blend the word letter by letter to read it.
The Flag Shop
Mom and I went in a lot of shops in the U.K. One of the shops was a flag shop.
The shop had the U.S. flag, the French flag, and the U.K. flag.
That’s Mom in the snap shot, with the U.S. flag.
The U.K. flag has a big red cross on it.
Nat and his mom held one up.
I got this snap shot of the two of them with the flag.
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208 Unit 1
© 2013 Core Knowledge Foundation
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Unit 1 209
© 2013 Core Knowledge Foundation
Name PP19NameName
Dear Family Member,
This is a story your child has read at school. Encourage your child to read the story aloud to you and talk about the events in the story. If your child has difficulty reading a word, encourage your child to blend the word letter by letter to read it.
Which is the Best?
This is a snap shot Mom got.
All of us had to run up a bunch of steps to get to this spot.
Nat and I ran up fast. The moms had to huff and puff to get to the top.
This next snap shot is one that I got. It is Nat with a bunch of big rocks.
Nat had Mom and Dot lift him up.
Then Nat said, “Beth, get a snap shot of this! I am the rock on top! Get it?”
So which snap shot is the best?
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Name PP20NameName
This is a story your child has probably read at least once, possibly several times, at school. Encourage your child to read the story to you and then talk about it together. Note that the tricky parts in Tricky Words are underlined in gray.
The Man in the Kilt
Once Nat and I met a man in a kilt.
I said, “Why is that man in a dress?”
Nat said, “That is not a dress. It is a kilt.”
“A quilt?”
I said. “No,” Nat said. “A kilt.”
“What is a kilt?” I said.
Mom said, “The kilt tells us that the man is a Scot. The cloth on the kilt tells us where the man is from.”
“So the kilt tells us his past?” I said.
“Yes,” said Mom. “It is a bit of his past.”
Mom got this snap shot of us with the man in the kilt!
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© 2013 Core Knowledge Foundation
Name PP21NameName
This is a story your child has probably read at least once, possibly several times, at school. Encourage your child to read the story to you and then talk about it together. Note that the tricky parts in Tricky Words are underlined in gray.
The Map
Once all of us were on a trip when a dog ran up and bit the map.
Dot said, “Bad dog! Stop that! Drop that map! Drop it!”
But the dog did not drop the map. The dog ran up the block with the map.
Nat ran to get the map, but Dot said, “It is just a map. Let the dog have it.”
Just then the dog let the map drop. Nat got it and held it up.
“Here it is,” Nat said. “But it’s got a big rip in it.”
“Well,” Dot said, “I am just glad the dog bit the map and not one of us.”
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© 2013 Core Knowledge Foundation
Name PP22NameName
This is a story your child has probably read at least once, possibly several times, at school. Encourage your child to read the story to you and then talk about it together. Note that the tricky parts in Tricky Words are underlined in gray.
Lunch at the King’s Pub
At the King’s Pub, all of us had fish and chips.
All of the pubs in the U.K. sell fish and chips. The fish and chips I had in the King’s Pub were the best I had in the U.K.
Yum, yum!
Nat had a glass of milk with his fish and chips.
Then his hand hit the glass. Splash!
The milk went on Dot’s fish and chips.
This snap shot tells it all.
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© 2013 Core Knowledge Foundation
Name PP23NameNameD
irecti
ons:
Hav
e the
stud
ent r
erea
d th
e sto
ry a
nd a
nsw
er th
e que
stion
s.
Lunch at King’s Pub
1. Nat, Dot, Beth, and Beth’s mom went to the King’s Pub to . . .
sit with the king.
get lunch.
have a chat.
2. Did Beth get to sit with the king?
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3. The pub has the best . . .
squid and chips.
plush beds.
fish and chips.
4. squid map Dot brush pills
5. Nat fish Beth lunch Dot
6. chips sit cab posh with
Dire
ction
s: In
line
4, h
ave t
he st
uden
ts m
ark
the n
ouns
that
nam
e a th
ing;
in li
ne 5
, hav
e the
m m
ark
the n
ouns
that
nam
e a
perso
n; in
line
6, h
ave t
he st
uden
t mar
k th
e nou
ns.
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Unit 1 219
© 2013 Core Knowledge Foundation
Name PP24NameNameD
irecti
ons:
Hav
e the
stud
ent r
erea
d th
e sto
ry a
nd a
nsw
er th
e que
stion
s.
Lunch at the King’s Pub
1. What did Beth, Nat, and the moms get at the pub?
2. What do all the pubs in the U.K. sell?
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3. What did Nat hit with the back of his hand?
Dire
ction
s: In
the b
ox, h
ave t
he st
uden
t illu
strat
e a p
art o
f the
stor
y and
then
writ
e a ca
ptio
n be
low.
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© 2013 Core Knowledge Foundation
Name PP25NameName
The Trip Back
1. Was Beth glad when the trip had to end?
2. Who got on the jet?
Dire
ction
s: H
ave t
he st
uden
t rer
ead
the s
tory
and
ans
wer
the q
uesti
ons.
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3. What did Beth get back in the U.S.?
4. What did Beth send Nat?
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Unit 1 223
© 2013 Core Knowledge Foundation
Name PP26NameNameD
irecti
ons:
Hav
e the
stud
ent c
opy o
r pas
te th
e sen
tenc
es on
to W
orks
heet
PP2
6 in
the c
orre
ct or
der.
Nat ran and got the map back.
Nat said that the map got a big rip.
A dog bit Dot’s map.
The dog ran off with the map.
The Map
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224 Unit 1
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Unit 1 225
© 2013 Core Knowledge Foundation
Name PP26NameNameD
irecti
ons:
Hav
e the
stud
ent p
aste
the s
ente
nces
onto
this
wor
kshe
et in
the c
orre
ct or
der.
Th en
hav
e the
stud
ent i
llustr
ate e
ach
sente
nce. 1. 3.
2. 4.
Continued
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226 Unit 1
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© 2013 Core Knowledge Foundation
Name PP27NameNameD
irecti
ons:
Hav
e the
stud
ent c
opy o
r pas
te th
e sen
tenc
es on
to W
orks
heet
PP2
7 in
the c
orre
ct or
der.
There were two punts at the dock.
The man said that the punt can tip.
All of them got in the punt.
Nat and Beth sat still in the punt and did not get wet.
The Punt
Continued
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Unit 1 229
© 2013 Core Knowledge Foundation
Name PP27NameNameD
irecti
ons:
Hav
e the
stud
ent p
aste
the s
ente
nces
onto
this
wor
kshe
et in
the c
orre
ct or
der.
Th en
hav
e the
stud
ent i
llustr
ate e
ach
sente
nce. 1. 3.
2. 4.
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230 Unit 1
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Unit 1 231
© 2013 Core Knowledge Foundation
Name PP28NameNameD
irecti
ons:
Hav
e the
stud
ent r
erea
d th
e sto
ries f
rom
the r
eade
r Sna
p Sh
ots a
nd fi
nd n
ouns
that
nam
e per
sons
or t
hing
s. H
ave t
he
stude
nt co
py th
e nou
ns o
n th
e wor
kshe
et, t
he n
ouns
that
nam
e a p
erso
n un
der t
he p
ictur
e of t
he g
irl a
nd th
e nou
ns th
at n
ame a
th
ing
unde
r the
pict
ure o
f the
bru
sh.
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232 Unit 1
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Unit 1 233
© 2013 Core Knowledge Foundation
Name PP29NameName
brush pal plum Kate
clock nest Bob man
Dire
ction
s: H
ave t
he st
uden
t writ
e the
nou
ns th
at n
ame a
per
son
unde
r the
pict
ure o
f the
girl
and
the n
ouns
that
nam
e a th
ing
unde
r the
pict
ure o
f the
bru
sh.
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234 Unit 1
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Unit 1 235
© 2013 Core Knowledge Foundation
Name PP30NameName
Template for Alphabet Wrap
a
g
f
e
dc
b
i
h
j
klm
n
o
pq
r
s
t
u
v
w xy
z
Dire
ction
s: H
ave t
he st
uden
t con
nect
the l
ette
rs in
alp
habe
tical
ord
er w
ith a
pen
ciil o
r stri
ng.
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236 Unit 1
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Unit 1 237
© 2013 Core Knowledge Foundation
Name PP31NameNameD
irecti
ons:
Hav
e the
stud
ent c
onne
ct th
e let
ters
in a
lpha
betic
al o
rder.
Hav
e the
stud
ent s
ay th
e let
ter n
ames
out l
oud.
h
f
g
j
c
a
ki
m
e
q
l
n
d
r
p
s
o
b
x
y
z
uv
t
w
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238 Unit 1
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Unit 1 239
© 2013 Core Knowledge Foundation
Name PP32NameName
Template for Caps Wrap
a
g
e
c
i
km
o
q
s
u
wy
U
S
G
C
K
I
QM
A
W
Y
O
E
Dire
ction
s: H
ave t
he st
uden
t con
nect
the l
ower
case
lette
rs to
their
upp
erca
se let
ters
in a
lpha
betic
al o
rder
usin
g a
penc
il or
strin
g.
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240 Unit 1
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Unit 1 241
© 2013 Core Knowledge Foundation
Name PP33NameName
F L A E
I K B G
J D H C
a
b
c
d
e
f
g
h
i
j
k
l
Dire
ction
s: H
ave t
he st
uden
t cop
y the
upp
erca
se let
ters
next
to th
e mat
chin
g lo
wer
case
lette
rs.
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242 Unit 1
© 2013 Core Knowledge Foundation
m
n
o
p
q
r
s
t
u
v
Z T Q U R
S V W P Y
N X M O
w
x
y
z
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Unit 1 243
© 2013 Core Knowledge Foundation
Name PP34NameName
? .1. Where can I get a snack
2. Dogs and cats are pets
3. I have a big quilt on the bed
4. Who can spell this word
5. The dog can do a lot of tricks
6. When did Jeff get his drum
Dire
ction
s: H
ave t
he st
uden
t rea
d th
e sen
tenc
es an
d ad
d a
perio
d or
que
stion
mar
k at
the e
nd o
f eac
h sen
tenc
e.
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Unit 1 245
© 2013 Core Knowledge Foundation
CORE KNOWLEDGE LANGUAGE ARTS
SERIES EDITOR-IN-CHIEF
E. D. Hirsch, Jr.
PRESIDENT
Linda Bevilacqua
EDITORIAL STAFF
Carolyn Gosse, Senior Editor - PreschoolKhara Turnbull, Materials Development ManagerMichelle L. Warner, Senior Editor - Listening & Learning
Mick AndersonRobin BlackshireMaggie BuchananPaula CoynerSue FultonSara HuntErin KistRobin LueckeRosie McCormickCynthia PengLiz PettitEllen SadlerDeborah SamleyDiane Auger SmithSarah Zelinke
DESIGN AND GRAPHICS STAFF
Scott Ritchie, Creative Director
Kim BerrallMichael DoneganLiza GreeneMatt LeechBridget MoriartyLauren Pack
CONSULTING PROJECT MANAGEMENT SERVICES
ScribeConcepts.com
ADDITIONAL CONSULTING SERVICES
Ang BlanchetteDorrit GreenCarolyn Pinkerton
ACKNOWLEDGMENTSThese 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 fi nd 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 fi eld 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 Jeff erson 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.
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CREDITS
Every eff ort 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 do not aff ect their validity.
All photographs are used under license from Shutterstock, Inc. unless otherwise noted.
ILLUSTRATORS AND IMAGE SOURCES
Cover: Shutterstock; Title Page: Shutterstock; Take Home Icon: Core Knowledge Staff; 1.1: Shutterstock; 2.2: Shutterstock; 3.2: Shutterstock; 4.2:
Shutterstock; 5.1: Shutterstock; 6.2: Apryl Stott; 6.3: Apryl Stott; 6.4: Kristin Kwan; 6.5: Kristin Kwan; 7.6: Apryl Stott; 7.7: Apryl Stott; 7.9: Kristin Kwan;
7.10: Kristin Kwan; 8.1: Apryl Stott; 8.2: Apryl Stott; 8.4: Kristin Kwan; 8.5: Kristin Kwan; 9.1: Apryl Stott; 9.2: Apryl Stott; 9.4: Kristin Kwan; 9.5: Kristin Kwan;
10.1: Apryl Stott; 10.2: Apryl Stott; 10.3: Kristin Kwan; 10.4: Kristin Kwan; 11.1: Shutterstock; 12.2: Shutterstock; 14.1: Shutterstock; 15.1: Shutterstock;
16.1: Shutterstock; 17.1: Shutterstock; 18.1: Shutterstock; 20.1: Shutterstock; 22.2: Dustin Mackay; 23.2: Dustin Mackay; 32.3: Dustin Mackay; PP7: Core
Knowledge Staff; PP9: Shutterstock; PP18: Dustin Mackay; PP19: Dustin Mackay; PP20: Dustin Mackay; PP21: Dustin Mackay; PP22: Dustin Mackay;
PP28: Shutterstock; PP29: Shutterstock
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.
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Unit 1Workbook
Skills Strand
GRADE 1
The Core Knowledge Foundationwww.coreknowledge.org