using the listening & learning supplemental guides · give thanks and pray for good times...

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Using the Listening & Learning

Supplemental Guides Handouts & Examples

Core Knowledge Language Arts (CKLA-NY)

Planning Webinar Series

http://www.creativecommons.org/licenses/by-nc-sa/3.0/


Table of Contents

Part 1: Learn the Key Features of the Supplemental Guides

a. Compare the Core Vocabulary

b. Compare the Read-Alouds

c. Compare the Language Activities

Part 2: How to Use the Supplemental Guides

d. Compare Two Complete Lessons

Part 3: The Transition Supplemental Guide

e. Which L&L Domains have Transition Guides?

Part 4: The Listening & Learning Toolkit

f. Review the L&L Toolkit

g. Examples of Adjusting the Mode of Participation

h. Examples of Supporting Verbal Expression

i. Examples of Supporting Student Attention

j. Examples of Providing Timely & Specific Feedback




a. Compare the Core Vocabulary


168 Early Asian Civilizations 14 | Chinese New Year© 2013 Core Knowledge Foundation

Core Vocabulary

adhering, v. Following or holding ontoExample: Adhering to old routines can be diffi cult when moving to a new place. Variation(s): adhere, adheres, adhered

banished, v. Sent or drove away Example: The good king banished the wicked pirate for stealing his ships. Variation(s): banish, banishes, banishing

grudges, n. Bad feelings held against one or more persons Example: Even though her brothers apologized, Andrea was still holding grudges instead of forgiving them. Variation(s): grudge

prosperous, adj. Having good fortune or successExample: Everyone in the neighborhood wished the new store owners a prosperous start. Variation(s): none

At a Glance Exercise Materials Minutes

Introducing the Read-Aloud

What Have We Already Learned?

map from Map Quest extension;

world map or globe10

Making Predictions About the

Read-Aloud

Purpose for Listening

Presenting the Read-Aloud Chinese New Year 15

Discussing the Read-AloudComprehension Questions 10

Word Work: Prosperouschart paper, chalkboard, or

whiteboard 5

� Complete Remainder of the Lesson Later in the Day

Extensions

Vocabulary Instructional Activity:

Traditionsdrawing paper, drawing tools

20Celebrations Venn Diagram

Instructional Master 14B-1 (optional)

chart paper, chalkboard, or whiteboard

Lesson 14 - Domain Anthology, Early Asian Civilizations (Grade 2)

Both the DomainAnthologies and theSupplementalGuides have CoreVocabulary listed forthe correspondinglessons. Thesewords are usedwithin the context ofthe domain to buildvocabulary andlanguage skills.

Early Asian Civilizations: Supplemental Guide 14 | Chinese New Year 251© 2013 Core Knowledge Foundation

� Identify real-life connections between words—Chinese New Year, celebration, fortune, and prosperous—and their use (L.2.5a)

Core Vocabulary

adhering, v. Following or holding ontoExample: The class kept adhering to the same classroom rules with the substitute teacher.Variation(s): adhere, adheres, adhered

banished, v. Sent or drove awayExample: The king banished the swindlers from his palace.Variation(s): banish, banishes, banishing

grudges, n. Bad feelings held against one or more personsExample: Even though her brothers apologized, Andrea was still holding grudges instead of forgiving them.Variation(s): grudge

prosperous, adj. Having good fortune or successExample: Everyone in the neighborhood wished the new store owners a prosperous start.Variation(s): none

Vocabulary Chart for Chinese New YearCore Vocabulary words are in bold.Multiple Meaning Word Activity word is underlined.Vocabulary Instructional Activity words have an asterisk (*).Suggested words to pre-teach are in italics.

Type of Words Tier 3Domain-Specific Words

Tier 2General Academic Words

Tier 1Everyday-Speech Words

Understanding

Buddhadragonfireworksfortunelanternsprosperous*

adheringbanished celebrationgrudges

animalbirthdayclothesfamilyforgivehaircutmoonred

Multiple Meaning parade feast

Phrases

Chinese New Yearevil spiritsLantern Festivallunar calendarnew moonred envelope

a fresh new beginningadhering to tradition

Cognates

Budadragónfortunalinternapróspero(a)*

adherirsecelebración

animalfamilia

Lesson 14 - Supplemental Guide, Early Asian Civilizations (Grade 2)

� Identify real-life connections between words—Chinese New Year, celebration, fortune, and prosperous—and their use (L.2.5a)

Core Vocabulary words are in bold.Multiple Meaning Word Activity word is underlined.Vocabulary Instructional Activity words have an asterisk (*).Suggested words to pre-teach are in italics.

The SupplementalGuides includeadded vocabularycharts such as thisto help teacherstrack and planoral languagedevelopment.

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b. Compare the Read-Alouds


170 Early Asian Civilizations 14A | Chinese New Year© 2013 Core Knowledge Foundation

Presenting the Read-Aloud 15 minutes

Chinese New Year

� Show image 14A-1: Fireworks 1

Weeeeeeeeeeeeeeeeeeeeeeee! Pop! Weeeeeeeeeeeeeeeeeeee!

Pop!

The air crackles as fi ery bursts of color illuminate the night sky.

Sparks fl y. Red. Green. Yellow. Blue. Eyes are glued to the night

sky above, as fi reworks splinter the darkness. 2 It is the beginning

of the Chinese New Year. 3

� Show image 14A-2: Calendar and moon cycle

In the United States, we celebrate New Year’s Day on the same

day every year. Who knows what day that is? 4 That’s right. It’s on

the fi rst day of January. But in China, the calendar is based on the

cycles of the moon. Because of this, the Chinese New Year does

not always fall on the same day every year on the calendar we use

in the United States. The New Year in China begins with a new

moon and the start date ranges from the end of January to the

middle of February. 5 Unlike New Year’s celebrations in the United

States, Chinese New Year’s celebrations last for two whole weeks!

The celebration of the Chinese New Year, the longest and most

important of all Chinese festivals, can be traced all the way back

to the time of Confucius. For centuries, Chinese people have

cleaned their houses from top to bottom in the days before the

festival, bought new clothes, prepared special foods, and wished

each other good fortune at the beginning of each new calendar

year. These customs are continued even today.

� Show image 14A-3: Fireworks, food, red decorations, and red envelopes

The celebration begins with fi reworks displays on New Year’s

Eve, which are believed to scare away evil spirits and are followed

by other age-old traditions: children are allowed to stay up late on

New Year’s Eve, adhering to 6 a traditional belief that each extra

1 What do you see in this picture?

2 How many of you have seen fi reworks splinter, or split, the darkness?

3 Have you ever watched fi reworks as a part of a New Year’s celebration?

4 [Pause for student responses.]

5 What do you see when there is a new moon? [Students who studied Astronomy in Grade 1 of the Core Knowledge Language Arts program may remember that the moon only appears to change shape depending on how sunlight hits the moon during its orbit. When the moon is between the sun and the earth, it is called a new moon. We can’t actually see it, because no light is refl ecting off the moon toward us.]

6 or following

Lesson 14A - Domain Anthology, Early Asian Civilizations (Grade 2)

256 Early Asian Civilizations: Supplemental Guide 14A | Chinese New Year© 2013 Core Knowledge Foundation

Presenting the Read Aloud 15 minutes

Chinese New Year

� Show image 14A-1: Fireworks

Weeeeeeeeeeeeeeeeeeeeeeee! Pop! Weeeeeeeeeeeeeeeeeeee!

Pop!

Fireworks are another invention from ancient China.

Tell your partner whether you have seen fireworks before. When was it? Where were you? What did the fireworks look like?

[Allow fifteen seconds for students to talk. Call on two partner pairs to share.]

The Chinese set off fireworks to mark the beginning of their New Year.

� Show image 14A-2: Calendar and moon cycle

When is New Year’s Day celebrated in the United States?

[Pause for students responses.]

We celebrate New Year’s Day on the same day every year—the first day in January.

But in China, New Year’s is celebrated sometime during the end of January to the middle of February. Chinese New Year is celebrated on different days every year because Chinese New Year begins with a new moon. A new moon is the start of a new moon cycle. During the new moon, the moon is barely visible in the night sky. You can hardly see the moon when it is a new moon.

[Trace the cycle of the moon. Mention that it takes less than one month, or less than thirty days, for a moon to complete one cycle. Invite a student to point to the new moon in the image.]

How many days is New Year’s celebrated in America?

How many days do you think Chinese New Year is celebrated?

[Pause for student responses.]

Unlike New Year’s Day in America, which is celebrated only on January first, Chinese New Year is celebrated for two weeks!

Lesson 14A - Supplemental Guide, Early Asian Civilizations (Grade 2)

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Early Asian Civilizations 14A | Chinese New Year 171© 2013 Core Knowledge Foundation

wakeful hour will add years onto their parents’ lives. Feasting on

fi sh, pork, poultry, tangerines, oranges, dumplings, and special

cakes, families gather to wish each other good luck. 7

Luck and good fortune are common themes for the Chinese

New Year. The color red, thought to be a sign of good fortune

and happiness, is the color chosen to wear during the festivities.

Homes are decorated with red paper cut into designs, and happy

wishes written on red paper are also hung throughout the house. 8

Children and unmarried adults often receive red envelopes 9 with

money tucked inside; the people who receive these envelopes are

also supposed to receive good fortune in the New Year.

� Show image 14A-4: Chinese dragons dancing in the street

Dragons are another good luck symbol in Chinese culture.

During New Year’s celebrations, people dress up in dragon

costumes and parade and dance in the streets. Red is often the

most popular color for dragons, making them especially lucky! 10

The main focus of the two weeks of New Year celebrations is to

prepare for a prosperous year ahead. 11 People believe that evil

spirits are scared off by fi reworks and banished 12 from homes,

as every inch of every room is scrubbed clean. New clothes and

haircuts give people a sense of fresh, new beginnings. People

forgive one another for past grudges, agreeing to put their

disagreements behind them. 13 Some people visit temples to

give thanks and pray for good times ahead. Friends and families

everywhere enjoy relaxing together.

� Show image 14A-5: Birthday cake

At the end of the fi rst week, on the seventh day of celebrations,

everyone has a birthday! The Chinese celebrate everyone’s

birthday on that day rather than on the day on which each

person was born. In China, time is measured differently than it is

in the United States. Their traditional calendar is called a lunar

calendar.14 A lunar calendar is based on the cycles of the moon.

The New Year begins with the appearance of a new moon.

7 Is any of this similar to your New Year’s celebration?

8 What happy wishes would you write down and share with your family?

9 [Point to them in the image.]

10 Why do you think that red is the most popular color for dragons?

11 Prosperous means to have good fortune or enough money for the things you need. So people are preparing for a year of fi nancial success.

12 or driven away

14 What does lunar mean?

13 Grudges are bad feelings held against others.


Early Asian Civilizations: Supplemental Guide 14A | Chinese New Year 257© 2013 Core Knowledge Foundation

� Show image 14A-3: Fireworks, food, red decorations, and red envelopes

Chinese New Year is the longest and most important of all Chinese festivals.

Adhering to—or following—the tradition of the ancient Chinese, Chinese people prepare for their New Year by cleaning their homes from top to bottom. They believe that as they sweep away the dust from their homes, evil spirits are banished—and chased away.

They also set off fireworks to scare the evils spirits away.

They buy new clothes and even get a haircut to prepare themselves for a fresh new beginning.

Adhering to—or following—the tradition of their ancestors, they forgive one another of past grudges—or bad feelings they have toward each other—and try to turn their grudges into friendships.

Children receive red envelopes with money tucked inside. The red envelopes symbolize the giver’s hopes that the child will receive good fortune—or luck—in the New Year.

And, of course, special foods are prepared in time for the scrumptious Chinese New Year feast—foods like fish, dumplings, sticky rice cakes, noodles, tangerines, and sweets. Family and friends gather together to eat these special foods and enjoy relaxing together.

� Show image 14A-4: Chinese dragons dancing in the street

Luck and good fortune are the main focus for the Chinese New Year as the Chinese prepare for a prosperous—and successful—year ahead. Can you guess what color is a sign of good fortune to the Chinese?


The color red is the color of good fortune. The Chinese wear red clothes and decorate their homes with red paper cut into designs of Chinese characters for good fortune, happiness, and long life. Can you guess which animal is a symbol of good luck in Chinese culture?



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� Show image 14A-6: Twelve animal signs of Chinese New Year

Each new year is named for a particular animal—rat, ox, tiger,

rabbit, dragon, snake, horse, sheep, monkey, rooster, dog, and

boar (or pig). According to Chinese legend, when the Buddha

was dying, he called all the animals in the kingdom to his side. 15

Only twelve animals came. As a reward for their loyalty to him, the

Buddha named a year after each of these twelve animals. 16

� Show image 14A-7: Street celebration with dragon

On the fi fteenth day of the Chinese New Year, when the moon

is full, the lucky dragon leads parades all across China. 17 Up to

fi fty people fi t inside large cloth dragons, stretching the length of

a city block, bobbing and weaving their way through the streets.

Cloth lions, also symbolizing power and luck, nod their papier-

mâché heads in time to the drumming and music. 18 Vendors sell

dumplings—sticky rice balls stuffed with sweet and salty fi llings—

to the throngs 19 of people in the streets.

The fi fteenth day of the Chinese New Year is the day of the

Lantern Festival, when thousands of colorful lanterns, large and

small, cover the marketplace. Some people spend an entire year

designing lanterns for competitions held that day. Others write

riddles and post them on their lanterns for a popular guessing

game. When the light of the lanterns mingles with the light of the

moon on this fi nal day of celebrations, there is joy and hope for the

year ahead.

15 Who was the Buddha?

16 So each New Year marks the start of the next animal year. Once we reach the end of the list, the year of the boar (or pig), the cycle begins all over again with the year of the rat.

17 What do we see when the moon is full?

18 What two animals symbolize luck to the Chinese people?

19 or crowds



Dragons are symbols of good luck in Chinese culture. During New Year’s celebrations, people dress up in red dragon costumes and parade in the streets.

� Show image 14A-5: Birthday cake

At the end of the first week, on the seventh day of celebrations, everyone has a birthday!

The Chinese celebrate everyone’s birthday on the same day—the seventh day of Chinese New Year, not on the day they were actually born.

� Show image 14A-6: Twelve animal signs of Chinese New Year

[Point to each animal as you refer to it.]

Each new year is named for a particular animal—rat, ox, tiger, rabbit, dragon, snake, horse, sheep, monkey, rooster, dog, and boar (or pig).

According to Chinese legend, when the Buddha was dying, he called all the animals in the kingdom to his side. Only twelve animals came. As a reward to these animals for coming, the Buddha named a year after each of these twelve animals.

� Show image 14A-7: Street celebration with dragon

On the fifteenth—and last—day of Chinese New Year, when the moon is full, the lucky dragon leads parades all across China wishing everyone a prosperous New Year.

The fifteenth day of the Chinese New Year is also the day of the Lantern Festival, when thousands of colorful lanterns, large and small, can be seen everywhere. Some people spend an entire year designing their lanterns for a lantern contest. Some lanterns have riddles written on them.

When the light of the lanterns mingles—or mixes in—with the light of the full moon on the fifteenth day of celebrations, there is joy and hope for good fortune and a prosperous year ahead.


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c. Compare the Language Activities



[Please continue to model the Think Pair Share process for students, as necessary, and scaffold students in their use of the process.]

I am going to ask a question. I will give you a minute to think about the question, and then I will ask you to turn to your neighbor and discuss the question. Finally, I will call on several of you to share what you discussed with your partner.

8. Inferential Think Pair Share: What activities did you hear about that are parts of the Chinese New Year celebration? (Answers may vary.)

9. After hearing today’s read-aloud and questions and answers, do you have any remaining questions? [If time permits, you may wish to allow for individual, group, or class research of the text and/or other resources to answer these questions.]

Word Work: Prosperous 5 minutes

1. In the read-aloud you heard, “The main focus of the two-weeks of [Chinese] New Year celebrations is to prepare for a prosperous year ahead.”

2. Say the word prosperous with me.

3. Prosperous means having good fortune or success.

4. Juan’s new construction business had a prosperous fi rst year.

5. Have you ever had a prosperous year, week, or day? Try to use the word prosperous when you tell about it, and describe why it was prosperous. [Ask two or three students. If necessary, guide and/or rephrase the students’ responses: “I once had a prosperous because . . . ”]

6. What’s the word we’ve been talking about? What part of speech is the word prosperous?


BEGIN HERE

[Please continue to model the Think Pair Share process for students,as necessary, and scaffold students in their use of the process.]

I am going to ask a question. I will give you a minute to think about the question, and then I will ask you to turn to your neighbor anddiscuss the question. Finally, I will call on several of you to share what you discussed with your partner.

8. Inferential Think Pair Share: What activities did you hear aboutthat are parts of the Chinese New Year celebration? YY (Answersmay vary.)

9. After hearing today’s read-aloud and questions and answers,do you have any remaining questions? [If time permits, youmay wish to allow for individual, group, or class research of the text and/or other resources to answer these questions.]


legend, these animals came to visit Buddha while he was dying.

[You may wish to tell your students the animal year in which they were born.]


I am going to ask you a question. I will give you a minute to think about the question, and then I will ask you to turn to your partner and discuss the question. Finally, I will call on several of you to share what you discussed with your partner.

Sentence Frames:Do you think celebrating Chinese New Year would be fun? (Yes/No)

The funnest part of celebrating Chinese New Year would be . . .

8. Evaluative Think Pair Share: What do you think would be the most fun part of celebrating Chinese New Year?


Word Work: Prosperous

1. In the read-aloud you heard, “[T]he lucky dragon leads parades all across China wishing everyone a prosperous New Year.”

2. Say the word prosperous with me three times.

3. Prosperous means having good fortune or success.

4. Chin’s new restaurant had a prosperous first year with many returning customers.

5. Tell me whether what I say is an example of prosperous or not an example of prosperous.

• Yuen made a lot of money selling fireworks. • prosperous

• The school has money for a new gym. • prosperous

• Mr. Wang had to close his shoe repair shop. • not prosperous

• Virginia’s father lost his job. • not prosperous

• Very few people go to Shu-Mei’s hair salon. • not prosperous


BEGIN HERE

legend, these animals came to visit Buddha while he was dying.

[You may wish to tell your students the animal year in which they wereborn.]


I am going to ask you a question. I will give you a minute to think aboutthe question, and then I will ask you to turn to your partner and discussthe question. Finally, I will call on several of you to share what youdiscussed with your partner.

Sentence Frames:Do you think celebrating Chinese New Year would be fun? (Yes/No)

The funnest part of celebrating Chinese New Year would be . . .

8. Evaluative Think Pair Share: What do you think would be the most funpart of celebrating Chinese New Year?

9. After hearing today’s read-aloud and questions and answers, do you have any remaining questions? [If time permits, you may wish toallow for individual, group, or class research of the text and/or other resources to answer these questions.]

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Early Asian Civilizations 14A | Chinese New Year 175© 2013 Core Knowledge Foundation

Use a Word Parts activity for follow-up. [Write the word prosperous on chart paper, a chalkboard, or a whiteboard. Tell students that the letters “ous” can be added to a word as a suffi x to change the meaning of the word. The suffi x –ous means “full of.” For example, famous means full of fame; courageous means full of courage.] Directions: I will say a word. Think about the word that you hear before the –ous ending to help you defi ne the word, or tell me what it means.

1. joyous (full of joy)

2. poisonous (full of poison)

3. spacious (full of space)

4. adventurous (full of adventure)

5. envious (full of envy)

�Complete Remainder of the Lesson Later in the Day


Early Asian Civilizations: Supplemental Guide 14A | Chinese New Year 261© 2013 Core Knowledge Foundation

• There is a line that goes out the door for Nai-June’s cupcakes• prosperous

6. What’s the word we’ve been talking about?

Use a Word Parts activity for follow-up. [Write the word prosperous on chart paper, a chalkboard, or a whiteboard. Tell students that the suffix –ous means “full of.” For example, famous means full of fame; courageous means full of courage.]

Directions: I will say a word. Think about the word that you hear before the suffix –ous to help you define the word. Tell me what you think the word means.

1. joyous • full of joy

2. poisonous • full of poison

3. dangerous • full of danger

4. adventurous • full of adventure

5. envious • full of envy

6. mysterious • full of mystery

7. nutritious • full of nutrition

� Complete Remainder of the Lesson Later in the Day


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Part 2:

How to Use the Supplemental Guides

d. Compare Two Complete Lessons


20 Taking Care of the Earth 2 | Garbage© 2013 Core Knowledge Foundation

Lesson Objectives

Core Content Objectives

Students will:

Explain that humans generate large amounts of garbage, which must be disposed of

Sequence what happens to garbage from its creation to being dumped in the landfi ll

Language Arts Objectives

The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this domain.

Students will:

With prompting and support, identify the main topic and retell key details from “Garbage” (RI.K.2)

With prompting and support, put image cards of what happens to garbage in the proper sequence (RI.K.3)

Dictate what happens to garbage in the proper sequence, using the temporal words “fi rst,” “then,” “next,” “later,” and “fi nally” (W.K.3)

With assistance, create a KWL chart and use it to answer questions (W.K.8)

Describe familiar things, such as garbage and, with prompting and support, provide additional detail (SL.K.4)

Demonstrate understanding of frequently occurring adjectives, such as hazardous, by relating them to their opposites (antonyms) (L.K.5b)

GarbageGarbage 2

Lesson 2 - Domain Anthology, Taking Care of the Earth (Kindergarten)

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Read through this Listening & Learning lesson from the Anthology and then compare this to the overlapping Supplemental Guide lesson, which begins on page 23 of this file.

Taking Care of the Earth 2 | Garbage 21© 2013 Core Knowledge Foundation

Prior to listening to “Garbage,” orally predict where garbage goes after it is thrown out, based on text heard thus far, and then compare the actual outcome to the prediction

Core Vocabulary

decompose, v. To rot and fall apart into tiny piecesExample: Fallen apples decompose and become part of the soil.Variation(s): decomposes, decomposed, decomposing

dumpster, n. A very large trash container, usually located near large buildings, such as apartment buildings, stores, schools, and restaurantsExample: We throw our bags of garbage into the dumpster next to our apartment building.Variation(s): dumpsters

hazardous, adj. Very dangerous; able to hurt or harm people Example: The man wore a mask to avoid breathing the hazardous gas.Variation(s): none

landfi ll, n. A place where large amounts of garbage are dumped and/or buriedExample: The workers used a bulldozer to dump all of the town’s trash into the landfi ll.Variation(s): landfi lls



What Do We Already Know?

10Making Predictions About the

Read-Aloud


Presenting the Read-Aloud Garbage Earth Hat 10

Discussing the Read-AloudComprehension Questions 10

Word Work: Hazardous 5

Complete Remainder of the Lesson Later in the Day

Extensions Image Card Review

Image Cards 1–7;1

chart paper, chalkboard, or whiteboard

15


22 Taking Care of the Earth 2A | Garbage© 2013 Core Knowledge Foundation

Introducing the Read-Aloud 10 minutes

What Do We Already Know?

Show image 1A-1: Earth from outer space

Ask students to identify what this photograph shows. Remind students that the planet Earth is made up of three substances. Point to the brown and green areas shown on the image of the earth, and prompt students to identify these areas as land. Point to the blue areas, and prompt students to identify these areas as oceans or water. Finally, point to the white areas, and remind students that these are clouds; ask them what we call the substance that surrounds the earth in which the clouds are fl oating. Now, assist students in identifying why these substances are important and how living things use them.

Making Predictions About the Read-Aloud

Tell students that the title for today’s read-aloud is “Garbage.” Ask, “What do you think garbage has to do with taking care of the earth?” Point to a trash can in your classroom, and ask students to make predictions about what they think happens to this garbage after it is thrown out in this trash can. Ask, “Where do you think the garbage goes?” Tell students to pay attention to the read-aloud to see if their predictions are correct.


Tell students that today they will learn about what happens to garbage after you throw it in the trash can. Tell students to listen carefully to the read-aloud to fi nd out more about today’s topic: garbage.

Note: Remember to put on your Earth Hat to read the read-aloud, and remind students that in the read-aloud, Earth will be pretending to “talk” to them.

GarbageGarbage 2A


Taking Care of the Earth 2A | Garbage 23© 2013 Core Knowledge Foundation


Garbage

Show image 2A-1: Earth as seen from the moon

Hi, Good Old Earth here again. I thought I’d start by showing

you a different view of me. This is what I look like from the moon.

Pretty amazing, huh? I look really small from way up there. It’s hard

to believe that all of you people—along with your cities, farms,

schools, stores, cars, and houses—fi t on Earth. But you do!

Show image 2A-2: Garbage

Today, I’m going to talk to you about something very important:

garbage. That’s right, stinky, ugly garbage. Some people also

call it trash, waste, junk, or rubbish. Whatever you call it, it’s all

the same: stuff you’ve used and don’t need anymore. Trash is

probably not something you think about a lot, but you deal with it

every day, and so do I. There’s an awful lot of trash on me, and—

not to make you feel bad or anything—all of that trash comes from

people.

Show image 2A-3: Birthday party

Imagine that you go to a birthday party, and they give you some

cake and ice cream. And let’s say they serve it all on little paper

plates, and they give you a paper napkin and a plastic spoon to

eat with. You gobble up all the food, and then what do you do with

the plate, napkin, and spoon? Do you push them under the sofa

and forget about them? Do you open up the window and throw

them in the backyard? I hope not!

Show image 2A-4: Trash can

Instead, you put the napkin, plate, and spoon in the trash can.

A trash can is sometimes called a garbage can or a wastebasket.

Whatever you call it, it’s the place where you throw away your

trash.



Show image 2A-5: Taking out the trash

What is this man doing? He’s taking out the trash. I’m guessing

this trash can is in his kitchen. Where else do you have trash cans

in your house? Some people have one in every room. Lots of

people keep one in the bathroom. Is there one in your classroom?

How about your school’s cafeteria? Which one is bigger?

So, why is this man taking out the trash? Because the trash bag

is full. But then what does he do with it? 1

Show image 2A-6: Dumpster

He’ll probably take it outside to a bigger trash can, or maybe to

a dumpster. 2

Once people have thrown their trash bags into a dumpster or an

outdoor trash can, they might think, “Out of sight is out of mind.”

That means they stop thinking about the trash because they can’t

see it anymore. But I don’t stop thinking about it, and I hope you

won’t either.

Show image 2A-7: Garbage truck

About once a week, garbage collectors come along in a big

garbage truck, pick up the trash can or dumpster, and dump its

contents into the back of the truck. And then what do they do?

Do they park the truck on the edge of town and leave it there? Do

they launch the truck into outer space? Do they call up a magician

and ask him to come and make the trash disappear? 3

Show image 2A-8: Landfi ll

In many places, they take it to the nearest landfi ll. Some people

call the landfi ll a dump, because that’s what you do: you dump

your trash there. However, I—Good Old Earth—prefer to call it the

landfi ll to remind people that all they’re doing is burying their trash

inside me. 4

This might look like a lot of trash, but trust me when I say that

what you see in this picture is just a teeny, tiny bit of all the trash

people around the world make every single day!

3 Where do you think the garbage truck takes the trash?

2 A dumpster is a large trash container that may be next to large buildings. Do you have a dumpster near where you live, or do you just have a large trash can outdoors?

1 Where do you think the trash goes next?

4 A landfi ll is a place where garbage is dumped and buried.



Show image 2A-9: Bulldozer

Once the piles of trash in the landfi ll are big enough, bulldozers

move in and push dirt on top of the trash.

Why bury the trash? It goes back to that idea of “out of sight,

out of mind.” If the trash is underground, people don’t have to see

it, think about it, or smell it. Your town or neighborhood is a much

safer, healthier place to live in because all that garbage is buried

underground away from where you live and play. Trust me, though,

just because the garbage is buried doesn’t mean it’s gone—at

least not for a long, long time.

Show image 2A-10: Buried garbage, semi-decayed landfi ll

After it’s buried, some of the garbage starts to rot, or

decompose. That means the trash breaks down into smaller and

smaller pieces and becomes part of the soil underground.

Trash that was food usually decomposes pretty quickly. The

paper plate from the birthday party will decompose, too, but it

will take longer than food. It may take several years for the paper

plate to decompose. What about the plastic spoon? Unfortunately,

plastic doesn’t rot like food and paper. So, that spoon may lie

around for hundreds or even thousands of years before it ever

breaks down and becomes part of the earth again.

Show image 2A-11: Closed landfi ll

Every landfi ll gets fi lled up eventually and a new landfi ll is

needed so people can dump their trash. This picture shows an old

landfi ll that has been closed. Most of the garbage is buried and

slowly decomposing underground. 5

As you can see, plants can start to grow on the land again,

and some animals may even move back in and make their

homes there. But landfi lls can be dangerous. So much garbage

underground means that there could be hazardous 6 gases and

chemicals in the area. The bad gases and chemicals go back

into the soil and air, and can even get into the water supply

5 Why do you think more garbage can’t be dumped in this landfi ll?

6 Hazardous means dangerous. Gases are in the air; we can’t see them.



underground. This hurts the living things that live on Earth, breathe

the air, and drink the water. Using this land again costs a lot of

money and requires a lot of hard work and time. In most cases,

land like this will remain a dangerous place for many, many years

to come. The garbage you drop in the trash can today is out of

sight, but it shouldn’t be out of mind. 7

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes

If students have diffi culty responding to questions, reread pertinent passages of the read-aloud and/or refer to specifi c images. If students give one-word answers and/or fail to use read-aloud or domain vocabulary in their responses, acknowledge correct responses by expanding students’ responses, using richer and more complex language. Ask students to answer in complete sentences by having them restate the question in their responses.

1. Literal What is the main topic of the read-aloud? (garbage)

2. Literal What are some other names for garbage? (trash, waste, junk, rubbish)

3. Literal Who creates all the trash on Earth? (people)

4. Inferential Describe what happens to a piece of garbage after you throw it away. (After you throw away garbage in a trash can inside, you empty it into either a larger outdoor garbage can or a dumpster. After that, the trash is loaded into a garbage truck and then dumped into a landfi ll.)

5. Inferential Imagine you are standing near a landfi ll. Describe what you might see and smell. (The landfi ll looks messy and dirty, and it does not smell good.)

6. Inferential Why can a landfi ll be a dangerous place? (The decomposing garbage gives off harmful, or hazardous, gases and chemicals that go into the land, water, and air. These gases and chemicals can make living things sick.)

7 [Remind students about their original predictions about trash.] So, where does the garbage go? What does the amount of garbage that we throw away have to do with taking care of the earth?



7. Inferential Why is it important to think about where our garbage goes? (Too much garbage makes Earth a dirtier, less healthy place.)


I am going to ask a question. I will give you a minute to think about the question. Then I will ask you to turn to your neighbor and discuss the question. Finally, I will call on several of you to share what you discussed with your partner.

8. Evaluative Think Pair Share: What can you do to create less garbage? (Answers may vary.)


Word Work: Hazardous 5 minutes

1. In the read-aloud you heard, “So much garbage underground means that there could be hazardous gases and chemicals in the area [around landfi lls].”

2. Say the word hazardous with me.

3. Hazardous means very dangerous.

4. Crossing the street without looking both ways could be very hazardous.

5. Tell about something that is hazardous to people. Try to use the word hazardous when you tell about it. [Ask two or three students. If necessary, guide and/or rephrase students’ responses: “One thing that is hazardous to people is . . .”]




Use an Antonyms activity for follow-up. Directions: The opposite of hazardous is safe. If any of the things I say are hazardous, say, “That is hazardous.” If any of things I say are safe, say, “That is safe.”

1. throwing trash into the river (That is hazardous.)

2. crossing the street when the crossing guard tells you to (That is safe.)

3. wearing a seat belt when you are in a car (That is safe.)

4. eating something you are allergic to (That is hazardous.)



Taking Care of the Earth 2B | Garbage 29© 2013 Core Knowledge Foundation

Extensions 15 minutes

Image Card Review

Display Image Cards 1–7 in random order, from left to right on a chalkboard ledge or taped to a whiteboard or chart paper. Ask students to tell you which card shows the very fi rst thing that happens when there is garbage, and reposition this card to the far left as the “fi rst step.” Continue with the remaining cards, having students tell you the correct sequence of events, so you can rearrange the cards in the correct order.

With the cards now in the correct order, point to them one at a time, and ask students to explain what is happening in each picture. Help them create a continuous narrative that follows the trash from its creation to its burial at a landfi ll. As students discuss each image, remember to repeat and expand upon each response using richer and more complex language, including, if possible, any read-aloud vocabulary. Also, encourage the use of temporal vocabulary to help in introducing and sequencing events and ideas: fi rst, then, next, later, fi nally, etc.

GarbageGarbage 2B


Taking Care of the Earth: Supplemental Guide 4 | Land Pollution 109© 2014 Core Knowledge Foundation

Lesson Objectives

Core Content Objectives

Students will:

Sequence what happens to garbage from its creation to being dumped in the landfill

Explain that garbage buried in landfills can be hazardous to the earth and living things

Recall that litter is a type of land pollution

Recognize that pollution harms Earth and the things that live on Earth

Language Arts Objectives

The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this domain.

Students will:

With prompting and support, identify the main topic and retell key details from “Land Pollution” (RI.K.2)

With prompting and support, describe the steps of what happens to garbage from its creation to being dumped in a landfill (RI.K.3)

With prompting and support, identify reasons or facts given in the read-aloud to show that land pollution is harmful to living things (RI.K.8)

With assistance, categorize and organize facts and information about pollution (W.K.8)

Describe familiar things, such as garbage and, with prompting and support, provide additional detail (SL.K.4)

Add drawings to a two-column Word Chart showing something that is hazardous and something that is safe (SL.K.5)

Land PollutionLand Pollution 4

Lesson 4 - Supplemental Guide, Taking Care of the Earth (Kindergarten)

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Certain overlapping elements within this lesson, as compared to the main Anthology, have been highlighted in the following pages. Note that this lesson on Land Pollution overlaps with the objectives of two Anthology lessons. Use the Lesson Match-up Charts in the Supplemental Guides to help explore this relationship.

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110 Taking Care of the Earth: Supplemental Guide 4 | Land Pollution© 2014 Core Knowledge Foundation

Use the most frequently occurring prepositions—from, to (L.K.1e)

Produce simple sentences using prepositions in a shared language activity (L.K.1f)

Identify new meanings for the word litter and apply them accurately (L.K.4a)

Demonstrate understanding the adjective—hazardous—by relating it to its opposite—safe (L.K.5b)

Identify real-life connections between words—pollution, decompose, generate, litter, and hazardous—and their use (L.K.5c)

Quote the saying, “Out of sight is out of mind” and apply it in appropriate contexts (L.K.6)

Core Vocabulary

decompose, v. To rot and fall apart into tiny piecesExample: Fallen apples decompose and become part of the soil.Variation(s): decomposes, decomposed, decomposing

generate, v. To make; to createExample: Humans generate a lot of garbage each day.Variation(s): generates, generated, generating

hazardous, adj. Very dangerous; able to hurt or harm peopleExample: The man wore a mask to avoid breathing the hazardous gas.Variation(s): none

landfill, n. A place where large amounts of garbage are dumped and/orburiedExample: The workers used a bulldozer to push all of the town’s trash into the landfill.Variation(s): landfills

litter, v. To throw trash or garbage where it does not belong, instead of putting it in a garbage can

Example: The park has a sign that tells us not to litter.Variation(s): litters, littered, littering

pollution, n. Something harmful in the air, water, or on land that doesn’t belong there

Example: A factory that dumps chemicals into a river creates dangerous water pollution.Variation(s): pollutions


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Taking Care of the Earth: Supplemental Guide 4 | Land Pollution 111© 2014 Core Knowledge Foundation

Vocabulary Chart for Land PollutionCore Vocabulary words are in bold.Multiple Meaning Word Activity word is underlined.Vocabulary Instructional Activity words have an asterisk (*).Suggested words to pre-teach are in italics.

Type of Words Tier 3Domain-Specific Words

Tier 2General Academic Words

Tier 1Everyday-Speech Words

Understanding

chemical decompose dumpster gaseslandfillpollution

billions buried generate*hazardous*responsible

garbagelonger quicklystinkytrashugly

Multiple Meaning

littersoilunderground

waste

Phrasesgarbage collector does not belong

out of sight is out of mind

trash can

Cognates

químicodescomponergasespolución

billóngenerar* azaroso*responsible

Image SequenceThis is the order in which Flip Book images will be shown for this read-aloud. Preview the order of Flip Book images before teaching this lesson. Please note that this image sequence includes images from three different read-alouds in the Tell It Again! Read-Aloud Anthology.

1. 4A-1: Earth covered by trash

2. 2A-2: Garbage

3. 2A-8: Landfill

4. 2A-3: Birthday party

5. 2A-4: Trash can

6. 2A-5: Taking out the trash

7. 2A-6: Dumpster

8. 2A-7: Garbage truck

9. 2A-8: Landfill

10. 2A-10: Buried garbage, semi-decayed landfill


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112 Taking Care of the Earth: Supplemental Guide 4 | Land Pollution© 2014 Core Knowledge Foundation

11. 2A-11: Closed landfill

12. 7A-4: Litter in park

13. 4A-1: Earth covered by trash


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This lesson from the Supplemental Guide continues on the next page.

Taking Care of the Earth: Supplemental Guide 4A | Land Pollution 113© 2014 Core Knowledge Foundation



What Have We Learned?

15

Introducing Land Pollution KWL chartInstructional Master 4A-1:

Response Cards 9–11 (Pollution)

Vocabulary Preview: Pollution,

Decompose

Examples of different types of trash, e.g., foods, napkins,

plastic spoon


Presenting the Read-AloudLand Pollution Earth Hat

Examples of different types of trash

10

Discussing the Read-AloudComprehension Questions Image Cards 1–6

10Word Work: Generate


Extensions

Multiple Meaning Word Activity:

Litter

Poster 4M (Litter)

15

Syntactic Awareness Activity:

Prepositions

Vocabulary Instructional

Activity: Hazardous

Chart paperDrawing paper, drawing tools

End-of-Lesson Check-In Response Cards 9–11

Take-Home Material Family Letter Instructional Masters 4B-1 and 4B-2

Advance Preparation

Make copies of Instructional Master 4A-1 for each student. Refer to them as their pollution Response Cards. There is space on the Response Cards for students to label the pictures. You may wish to write the words on the board for students to copy.

Bring in different examples of trash to use throughout this lesson.

Land PollutionLand Pollution 4A


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114 Taking Care of the Earth: Supplemental Guide 4A | Land Pollution© 2014 Core Knowledge Foundation

For the Vocabulary Instructional Activity, draw a line down the middle of a piece of chart paper. Draw a red dot at the top of the left column (for hazardous) and draw a green dot at the top of the right column (for safe).

Note to Teacher

The read-aloud for this lesson is longer than usual. You may wish to split the read-aloud into two sessions. Look for the lesson break symbol within the read-aloud, which indicates a logical stopping point (after Image 2A-8).

You may wish to create a chart showing approximately how long it takes for trash to decompose.

paper towel: 2–4 weeks

orange or banana peel: 2–5 weeks/up to 2 years

newspaper: 6 weeks

apple core: 2 months

milk carton: 3 months

plastic bag: 10–20 years

tin cans: 50 years

plastic cups: 50 years

aluminum can: 80–200 years

plastic bottle: 450 years

glass bottle: 1 million years

Styrofoam: indefinitely

Note: These numbers were taken from the U.S. National Park Service’s website:

http://www.nps.gov/tuma/forkids/upload/HowLongDoesLitterLast.pdf





• Say to students: “Tell your partner what the phrase ‘Reduce, reuse, recycle’ means. How is the phrase ‘Reduce, reuse, recycle’ a solution for keeping Earth clean and green?” Allow thirty seconds for students to talk. Call on a few partner pairs to explain.

• You may wish to also review recyclable materials using your class Recycling Center.

Introducing Land Pollution

Essential Background and Terms

• Remind students that Earth is made up of land, water, and air. When something harmful that does not belong on Earth is brought into the land, water, or air, it is called pollution.

• Have students repeat pollution with you three times.

• Explain that Good Old Earth will tell them about three basic types of pollution: land pollution, water pollution, and air pollution.

• As you show each image below, ask students what does not belong in the picture. Tell them whether what they have mentioned is a type of pollution. You may wish to distribute Response Cards 9 through 11 and have students use these Response Cards to refer to the different types of pollution.

Show image 7A-5: Litter

Show image 7A-6: Litter in the water

Show image 7A-8: Factory smog

Know-Wonder-Learn Chart

Note: Consistently filling out and reviewing the KWL chart will give all students the opportunity to visually see what they know, what they wonder, and what they have learned. Prior to recording students’ responses, point out that you are going to



write down what they say, but that they are not expected to be able to read what you write because they are still learning all the rules for decoding. Emphasize that you are writing what they say so that you don’t forget. Tell them that you will read the chart to them.

• Tell students that today they are going to hear a read-aloud about garbage and how garbage can become land pollution.

• Point to the ‘K’ column and ask students what they already know about garbage and/or pollution.

• As students respond, repeat and expand upon each response using richer and more complex language, including, if possible, any domain vocabulary. If a student’s response includes inaccurate factual information, record it nonetheless and acknowledge the response by saying something like, “We’ll have to listen very carefully to our read-aloud and find out if that’s true!”

• Point to the ‘W’ column and ask students what they wonder about garbage and/or pollution.

• Tell students that they might hear some answers to these questions in the read-alouds.

• Unanswered questions from this section could lead to potential group research opportunities.

Vocabulary Preview

Pollution

1. Good Old Earth will tell us about three kinds of pollution.

2. Say the word pollution with me three times.

3. Pollution is something that is harmful that does not belong in the air, water, or land.

4. [Use images 7A-5, 7A-6, and 7A-8 and explain how each image is an example of pollution.]

5. Tell your partner what you think of when you hear the word pollution. I will call on a few of you to share.


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See the next page for the description of how the Supplemental Guide suggests that teachers preview the core vocabulary word, decompose, to offer additional supports beyond the Anthology's lesson #2.


Decompose

1. In the read-aloud you will hear that after trash is buried in the ground, it will start to decompose.

2. Say the word decompose with me three times.

3. To decompose means to become soft and fall apart into tiny pieces. Usually when something decomposes, it goes back into the soil.

4. [Show students different examples of trash. Tell them that food decomposes the fastest; paper decomposes more slowly; and plastic and metal take a very long time to decompose.]

5. Have you ever seen something decompose on the ground? What did it look like? What will happen to it?

[If necessary, provide a few examples, such as apples that have fallen to the ground, dried leaves, dead flowers, etc. Remind students that these things will eventually become part of the ground or soil.]


Tell students that this read-aloud is about land pollution. They will learn what happens to garbage after they throw it in the trash can.

By the end of the lesson, students should be able to:

Sequence what happens to garbage from its creation to being dumped in the landfill

Explain that garbage buried in landfills can be hazardous to earth and living things

Recall that litter is a type of land pollution

Recognize that pollution harms Earth and the things that live on Earth


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Land Pollution

[Put on the Earth Hat and assume the character of Good Old Earth.]

Show image 4A-1: Earth covered by trash

Hi kids! What do you see on my surface?

[Have a different student come up to point to Earth’s land, water, and air.]

Is there something that does not belong?

What you see on my land is garbage, or trash. And that is what I am going to talk to you about today. That’s right, today we will talk about stinky, ugly garbage.


Some people call garbage trash; others call it waste. It is also known as junk or rubbish. But whatever you call it, it’s all the same: garbage is stuff you’ve used and don’t need anymore.

And I’ll tell you this: people are the only creatures on earth who generate—or make—any trash. You won’t see a bear or a deer putting trash in a trash can. You won’t see a monkey in the jungle using a paper napkin to wipe her face. And you probably won’t see dogs and cats drinking their water out of plastic bottles. People make trash, so they’re the ones who are responsible for taking care of it.

Show image 2A-8: Landfill

How much trash do the people on Earth generate—or make—each year? I’m not here to make you feel bad, but let’s just say that people generate an extremely large amount of trash! Every year, people in the United States generate billions of bags full of trash. A billion is a very, very big number!

[Write 1,000,000,000 on the board.]

Plus there are all kinds of other trash that do not fit in bags, such as old refrigerators and broken furniture. Imagine how much trash is generated all over the world!

This might look like a lot of trash, but trust me when I say that what you see in this picture is just a teeny, tiny bit of all the trash people around the world make every single day!



Show image 2A-3: Birthday party

So how do we generate trash?

Imagine that you are at a birthday party, and you are given some cake and ice cream on little paper plates. You are also given a paper napkin and a plastic spoon to eat with. You gobble up all the food. What do you do with the plate, napkin, and spoon when you are finished? Do you push them under the sofa and forget about them? Do you open up the window and throw them in the backyard? I hope not!

Show image 2A-4: Trash can

Instead, you put the napkin, plate, and spoon in the trash can. A trash can is sometimes called a garbage can or a wastebasket. It’s the place where you throw away your trash.

Show image 2A-5: Taking out the trash

This man is taking out the trash. This trash can might be from the kitchen.

Where else do you have trash cans in your house?

Is there a trash can in your classroom?

How about your school’s cafeteria?

Which trash can is bigger?

Show image 2A-6: Dumpster

The man will probably take it outside to a bigger trash can, or maybe to a dumpster.

Once people have thrown their trash bags into a dumpster, they might think, “Out of sight is out of mind.” This means that they stop thinking about the trash because they cannot see it anymore.

[Have students repeat this saying with you. Come up with some motions to show “out of sight is out of mind.”]

But I don’t stop thinking about it, and I hope you won’t either.




About once a week, garbage collectors come in a big garbage truck, like this one, and dump the garbage into the back of the truck.

And then what do they do?

[Prompt students to answer “no” after each question below.]

Do they park the truck on the edge of town and leave it there?

Do they launch the truck into outer space?

Do they call up a magician and ask him to come and make the trash disappear?

Show image 2A-8: Landfill

In many places, they take the trash to the nearest landfill. A landfill is a place where garbage is placed and buried. At the landfill, people place and bury trash inside of me. They think, “Out of sight is out of mind.”

[Do the motions for “out of sight is out of mind.”]

But I say, “Out of sight should not be out of mind.”

Pause, and continue this read-aloud at a separate time.

Show image 2A-10: Buried garbage, semi-decayed landfill

Just because garbage is at a landfill does not mean it is gone—at least not for a long, long time. After it is buried—or put in the ground—garbage starts to decompose. To decompose means to become softer and fall apart into smaller pieces.

[This is a good opportunity to remind students of what they have learned in the Plants domain and how dead plants decompose and become part of the soil again.]

Trash that was food usually decomposes pretty quickly.

[Show an example of a food item.]

Trash that is made from paper, like the paper plate from the birthday party, will decompose, too, but it will take longer than food. It will probably take several years.

[Show an example of a paper item.]


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Trash that is made from plastic, like the plastic spoon, takes a very, very long time to decompose. It might take hundreds of years!

[Show an example of a plastic item.]

Show image 2A-11: Closed landfill

When one landfill gets filled up, a new landfill is needed so people can dump their trash. This picture shows an old landfill where most of the garbage is buried and slowly decomposing underground.

As you can see, plants can start to grow on the land again, and some animals may even move back in and make their homes there.

But remember, “Out of sight should not be not out of mind.” Landfills can be dangerous. The garbage underground may have hazardous gases and chemicals in it. When something is hazardous, that means it is dangerous and able to hurt people. For example, hazardous gases in the air around landfills can be bad for you to breathe, and chemicals in the landfills can be harmful to you if you touch them or eat them. The bad gases and chemicals go back into the soil and air, and can even get into the water, hurting a lot of my natural resources.

Show image 7A-4: Litter in park

I just showed you what happens to garbage when it goes to the landfill. But what about this picture?

Tell your partner what you see in this picture and how this picture is different from a picture of a landfill.

[Allow fifteen seconds for students to talk. Call on two volunteers to answer.]

The trash you see in this picture is called litter. Litter is trash that was not put in the right place. It was left on the ground instead of put into the trash can or recycling bin.

[This would be a good opportunity to reinforce the meaning of the saying “a place for everything and everything in its place.”]

Does this look like a fun place to play?

Not with all that litter there!

Litter is not only ugly, it can also be harmful to animals, plants, and anything else that needs to live on the land or in the water nearby.



Show image 4A-1: Earth covered by trash

There is a word for things that make parts of my land, water, and air dirty and hazardous. This word is pollution. Pollution is something harmful to the air, water, or land that does not belong there. Litter is a type of land pollution. It looks ugly, and it is hazardous to creatures and plants that need to live on my land.

Today, I told you about the pollution on my land—or land pollution. Over the next few days I will tell you about pollution in my air and in my water.


Comprehension Questions

If students have difficulty responding to questions, reread pertinent lines of the read-aloud and/or refer to specific images. Encourage students to answer in complete sentences. Model answers using complete sentences for students.

1. Inferential What is the main topic of today’s read-aloud?• The main topic of today’s read-aloud is land pollution.

2. Literal Who creates all the trash on Earth?• People create all the trash on Earth.

3. Inferential Tell about what happens to a piece of garbage using these Image Cards.• Hold up Image Cards 1 through 6 and, as a class, talk about what is

happening in each image.

4. Inferential Why can a landfill be a dangerous place? • The buried garbage could have bad gases and chemicals in it.

Show image 7A-4: Litter in park

5. Literal What do you see in this picture? • I see litter on the ground.

6. Inferential Why is litter a kind of land pollution?• Litter is ugly and is harmful to people, animals, and plants that live on land.


I am going to ask a question. I will give you a minute to think about the question, and then I will ask you to turn to your partner and


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discuss the question. Finally, I will call on several of you to share what you discussed with your partner.

7. Evaluative Think Pair Share: Have you seen pollution in real life? Describe what it is like.• Alternatively, students can draw a picture of what pollution looks like.

Sentence Frames:Have you seen pollution before? (Yes/No)

I have seen . . .

I have seen . . . and it looked . . . 8. After hearing today’s read-aloud and questions and answers, do you have any remaining questions? [If time permits, you may wish to allow for individual, group, or class research of the text and/or other resources to answer these remaining questions.]

Word Work: Generate


1. In the read-aloud today, Good Old Earth told us, “People are the only creatures on earth who generate any trash.”

2. Say the word generate with me three times.

3. To generate means to make or to create.

4. At every lunch, the students generate three big bags of trash.

5. Tell your partner why you think people generate so much trash. Use the word generate in your answer. [If necessary, guide and/or rephrase students’ responses: “People generate so much trash because . . .”]


Use a Word to World activity for follow-up. Directions: I will name something or someone. With your partner, think of what that thing or person generates. Then respond using a sentence with the word generate, for example, “ generates .”

1. a pear tree (pears)

2. a spider (spider webs)

3. the soil (crops; flowers; trees; plants; etc.)

4. a human (garbage; babies; ideas)

5. a chicken (eggs)



124 Taking Care of the Earth: Supplemental Guide 4B | Land Pollution© 2014 Core Knowledge Foundation

Extensions 15 minutes

Multiple Meaning Word Activity

Context Clues: Litter

Note: You may choose to have students hold up one, two, or three fingers to indicate which image shows the meaning being described, or have a student walk up to the poster and point to the image being described.

1. [Show Poster 4M (Litter).] In the read-aloud, Good Old Earth showed us some litter in the park. Here litter means trash that has been left on the ground. Which picture shows this?

2. Litter is also the action you do by throwing trash on the ground instead of into a trash can. Which picture shows this?

3. Litter is also a group of baby animals born at the same time from the same mother. Which picture shows a litter of pigs?

4. I’m going to say some sentences with the word litter. Hold up one finger if my sentence tells about litter in picture one; hold up two fingers if my sentence tells about litter in picture two; and hold up three fingers if my sentence tells about litter in picture three.

• Joey littered the wrapper of his juice box straw on the ground.

• Marcella picked up the litter on the playground and threw it in the garbage can.

• Instead of placing the scrap paper in the recycling bin, Jayden littered the paper on the classroom floor.

• Old MacDonald’s dog had a litter of puppies.

• The litter at the beach makes the beach look ugly.

Land PollutionLand Pollution 4B


Taking Care of the Earth: Supplemental Guide 4B | Land Pollution 125© 2014 Core Knowledge Foundation

Syntactic Awareness Activity

Prepositions of Location (from, to)

Note: The purpose of these syntactic activities is to help students understand the direct connection between grammatical structures and the meaning of text. These syntactic activities should be used in conjunction with the content presented in the read-alouds. There may be variations in the sentences created by your class. Allow for these variations and restate students’ sentences so that they are grammatical. If necessary, have students repeat your sentence.

Directions: Today we are going to practice using words that tell us where things are from and where things are going.


1. What do you see in this picture? • I see a lot of garbage in this picture.

[You may wish to briefly review that humans are the only ones who generate garbage.]

Where did this garbage come from?

[Have students answer using this sentence starter: “This garbage comes from. . .”]

We use the word from when we want to show where something was before. This garbage comes from people’s homes.


2. What do you see in this picture?• I see a garbage truck.

Where is this garbage truck going?

[Have students answer using this sentence starter: “This garbage truck is going to . . .”]

We use the word to when we want to show where something is going. This garbage truck is going to a landfill.

3. Using from and to, tell your partner where you were this morning before coming to school and where you will go after school. For example, you could say, “I came from my cousin’s house this morning, and I will go to the library after school.”


126 Taking Care of the Earth: Supplemental Guide 4B | Land Pollution© 2014 Core Knowledge Foundation

Vocabulary Instructional Activity

Word Chart: Hazardous

Show image 2A-11: Closed landfill

1. In the read-aloud you heard, “The garbage underground may have hazardous gases and chemicals in it.”

2. Say hazardous with me three times.

3. Hazardous means very dangerous. When you hear the word hazardous, that means it can really hurt or harm you.

4. We will make a two-column chart for the word hazardous.

Note: Prior to recording students’ responses, point out that you are going to write down what they say, but that they are not expected to be able to read what you write because they are still learning all the rules for decoding. Emphasize that you are writing what they say so that you don’t forget. Tell them that you will read the chart to them.

5. [Point to the left column with the red dot at the top.]

Can you think of some things or some actions that are hazardous to your safety?

[You may wish to have students discuss this with their partner, in small groups, or with home-language peers.]

6. The opposite of hazardous is safe. When something is safe it will not hurt or harm you.

[Point to the right column with the green dot at the top.]

Can you think of some things you can do to keep yourself safe?

[You may wish to have students discuss this with their partner, in small groups, or with home-language peers.]

7. Now you will draw one picture showing something hazardous and one picture showing something safe. When you are finished with your pictures, you can come up to place them in the correct column.

[Throughout this domain, encourage students to continue thinking about the words hazardous and safe, and add additional pictures to the Word Chart.]


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Part 3:

The Transition Supplemental Guide

e. Which L&L Domains have Transition Guides?


© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

The Supplemental Guides

(SG) Supplemental Guide(TSG) Transition Supplemental Guide

L&L DomainsGrade 1 2 3 4 5 6 7 8 9 10 11 12K SG SG SG SG SG SG SG SG SG SG SG SG

1st SG SG SG TSG TSG TSG TSG TSG TSG TSG TSG

2nd SG SG SG TSG TSG TSG TSG TSG TSG TSG TSG TSG



f. Review the L&L Toolkit


TOOLKIT for High Quality Read-Alouds in the Listening and Learning Strand


OVERVIEW

The Listening and Learning (L&L) Anthologies take a detailed and supportive approach to lesson

design. The L&L Anthologies contain the read-alouds themselves, guided listening supports (to

support child interaction with the text, embedded vocabulary support, and comprehension

support), explicit vocabulary and syntactic exercises, and text based discussion questions. The

anthologies make the what of instruction very clear for teachers. We know that no curricular lesson plan can fully support a teacher in the how of instruction. As

part of your implementation of CKLA, we know that you will need to scaffold and make

adaptions to ensure all children are engaged, involved, and successful. To support your instructional planning, we are providing a “toolkit” for your consideration. This

toolkit organizes various techniques and tools you may interweave with the L&L lessons to

make the read-alouds “come alive” and be tailored for the needs of your classroom. We

organize these tools around key adjustments that teachers make when seeking to individualize

instruction to meet their children’s needs. We expect and hope that you will continue to add to

the toolkit. In illustrating these tools, we pull from the CKLA Supplemental Guide. This resource provides

ideas for making instructional adjustments specific to CKLA L&L lessons. The Supplemental

Guide thus helps to illustrate tools which can be used across a variety of grades and L&L

lessons.

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Instructional Adjustment…

Useful because…

Tools

VARY REQUIRED MODES OF PARTICIPATION

Complement verbal presentations with visual supports

We want children to take in as much information as possible but we often stick to one modality to deliver that information (verbal). Supplementing our oral discussions or presentations with visual organizers can help children “latch on,” listen, and learn.

Use graphic organizers, charts, or other visual aids before, during, or after the shared read-aloud.

Have students show what they know receptively (using pictures, props, cards), rather than expressively.

We want children to show us what they know and understand. This can be difficult when a child has limited language skills, limited willingness to speak up in a group, or is learning English. Adjustments can be made to provide multiple means for children to show what they know—not just rely on oral expressive answers.

Use props or pictures that allow children to demonstrate knowledge “receptively” (e.g., point, hold up picture).

Use sequencing cards for story retelling.

Help children categorize pictures or props in ways that illustrate knowledge.

Notes:





Useful because…

Tools

EASE LANGUAGE FORMULATION DEMANDS

Provide opportunities for verbal participation that are less ‘open ended’

For all children, we want to encourage active and ongoing verbal participation in shared interactive read-alouds. Helping children verbally participate is critical for their language development, confidence, and sense of accountable learning.

We can facilitate their active verbal involvement if we reduce some of what it takes to “get started” or “get in the conversation.”

Provide sentence frames or conversation starters to help children begin to express themselves.

Adjust some questions to be yes/no, rather than always open-ended.

Sequence questions in a way that ‘primes’ children to answer more demanding questions (e.g., ask a yes/no question before the open-ended question, as the yes/no question may contain some key words or ideas that can be incorporated in the open-ended question).

Create routines to support more processing time and more complex levels of verbal involvement.

Opportunities for verbal participation are often fast-paced and demanding. It can be hard for a young child to consider what he or she wants to say, while also navigating the how of the discussion. For many children, large group settings are complex social situations to navigate and this can minimize their participation. Making these situations more predictable, slower paced and less complicated can facilitate more children’s involvement.

Allow more “think time” when asking questions or engaging in a discussion.

Use standing peer pairs (perhaps a single peer team per domain). This structure allows children to get more comfortable with each other and minimizes the difficulty of ‘getting in’ the conversation. [Note: Using peer pairs also allows the teacher to make intentional pairings in ways that facilitate verbal participation (e.g., could pair a child with special needs with an aid, or pair a peer language model with a child whose language skills are emerging.)]

Structure peer or partner discussions to require multiple ‘rounds’ of participation by each child. This allows each child multiple turns to discuss ideas on the same topic, which enhances the opportunity for more complex levels of participation.

Notes:





Useful because…

Tools

ACTIVELY SUPPORT ATTENTION

Make “active listening” more concrete during the read-aloud.

One of the vaguest things we ask of young children is to “listen” or “pay attention.” Paying attention to the read-aloud can be especially difficult for children with weak language skills or emerging English skills. Helping children know what, specifically, they are listening for during a shared read- aloud can help develop and promote their active listening skills.

Repeat refrains (e.g., give children a specific phrase or word they can shout out).

Preview specific vocabulary words and have children explicitly focus on listening for these words during the read-aloud.

Make chunks of listening time shorter by ensuring ongoing interaction.

Support motivation for listening

Routines and structures that enhance all children’s participation (such as those discussed earlier) also create a more accountable learning environment for all children. These same routines—those that support more children’s active involvement— can also be seen as support for children’s attention and motivation for listening.

Have standing peer pairs support each other’s active listening as a team.

Reminders to children about the ways they will use the information they hear (e.g., remember to listen because there will be a question you can discuss with your partner).

Offer activities/routines that support every child’s active involvement.

Help children make connections to their knowledge base.

Notes:




Useful because…

Tools

MAKE FEEDBACK MORE TIMELY OR SPECIFIC

Consider narrative structure or text structure in relation to comprehension checks.

We often do not think of pacing of instructional support in relation to content, but the timing of when we support children’s learning can be as important as what we do to help.

Build in-text scaffolds (such as short summaries of key ideas) right before critical points in a text (e.g., identify a new idea building off something that should have been understood, before climax of a narrative).

Conduct quick comprehension checks right before or after critical parts of a text.

Use feedback as an opportunity to model or expand children’s expressive language.

The feedback we provide children can serve multiple purposes, if it is adjusted to support learning, rather than just be a tool for evaluating learning.

Acknowledge answers by repeating and expanding correct aspects of children’s answers—using key vocabulary and/or slightly more complex sentences.

Consider hints to support success

Hints are often not thought of as feedback to children, but they are feedback to children’s learning process. If children cannot answer, hints represent a type of feedback to their silence or confusion.

Consider repeating key words, providing related key words to help lead children, or re-reading key parts of the text.

If answers are incorrect, repeat what is correct and reinforce that, then correct or provide a hint to allow the child to revise what was incorrect.

Notes:




g. Examples of Adjusting the

Mode of Student Participation


130 The Five Senses: Supplemental Guide 5C | I Use My Skin to Touch

© 2013 Core Knowledge Foundation

Note to Teacher

Please note that the Domain Review takes the place during the Extension. You may wish to spend more time on the Domain Review than the allotted time listed.

Reviewing the Read-Aloud 10 minutes

Five Senses Review

Show image 1A-1: Five photos demonstrating senses

• Invite students to come up to the picture one at a time, point to a picture, and say the sense and its associated body part: sight (eyes), hearing (ears), taste (tongue), smell (nose), and touch (skin/hands).

• Then use Image Cards 1–5 to review each of the senses. Alternatively, you may have students use their Response Cards for The Five Senses to answer questions. As you show each Image Card, ask: “What body part is this and how do you use it?”


Show image 6A-1: Hands on grass

• Remind students that they are learning about the sense of touch.

• Have students say “sense of touch” while touching a part of their body that has skin.

• Remind them that they do not only touch with their hands but with any part of the body that is covered with skin.

Show image 6A-3: Nerves diagram

• Ask students, “How do you know if what you touch is hard or soft, hot or cold?”

[Encourage them to use the words: skin, nerves, brain, and texture.]

• If they have a hard time telling how they know the texture of what they touch, explain to them that their skin is able to feel because it contains nerves. The nerves run throughout their bodies and send messages to the brain about what they are feeling, whether it is hot or cold, hard or soft.

Lesson 5C - Supplemental Guide, The Five Senses (Kindergarten)

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The Five Senses: Supplemental Guide 5C | I Use My Skin to Touch 131


The Five Senses Chart

• Give each student a copy of Instructional Master 5C-1. Instruct them to draw or find pictures from Instructional Master 1C-2 or from magazines to cut and paste onto their chart.

• Prompt students be asking: “Which body parts are used for the sense of touch? What can you do with the sense of touch?”

• After students have finished filling in the chart for the sense of touch, have them discuss with their partner or home language peers what they put onto their chart.

Making Connections

• Have students share with their partner if they know how to say skin in a different language.

• Have students share with their partner if they know how to say touch in a different language.

• Ask for volunteers to share how they say skin and touch in a different language.

Vocabulary review

Touch

1. You have heard the word touch before, like in this sentence: “The sense of touch is something you use almost all the time.”

2. Touch is to sense by feeling something with your skin.

3. Taking turns with your partner, use the word touch or touched in a sentence. Talk about something you like to touch or something that you actually touched today. Each person gets three turns.

Sensitive

1. You have heard the word sensitive before, like in this sentence: “If you go outside in the snow wearing only a T-shirt, then all the nerves under your skin will become very sensitive, and you will feel cold.”

2. Sensitive means able to feel something strongly and quickly.

3. Taking turns with your partner, tell one another about things that are sensitive, like a little baby is sensitive toward loud noises, or an open wound on your knee is sensitive to water and touch. Each person gets three turns.

Lesson 5C - Supplemental Guide, The Five Senses (Kindergarten)

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END HERE NOTE: Instructional masters are found in the appendix of the Guides. The applicable masters have been copied in the following pages for your easy reference. QUESTION: What modes of student participation can you identify that go beyond verbal communication?

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The Five Senses: Supplemental Guide 167


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h. Examples of Supporting Verbal Expression


The Five Senses: Supplemental Guide 5A | I Use My Skin to Touch 119



Lesson Introduction

Show image 1A-1: Five photos demonstrating senses

• Tell students that they have learned about most of the five senses. There is one more left to go!

• Tell students that you are going to point to different parts of your body and you want them to tell you which sense uses that body part.

• Point to your ears. (sense of hearing)

• Point to your tongue. (sense of taste)

• Point to your eyes. (sense of sight)

• Point to your nose. (sense of smell)

• Say to students: “Tell your partner how your senses protect you and keep you safe from harm.” [Allow forty-five seconds for students to talk and call on a few partner pairs to share their answers.]

• Point to the picture of the hands feeling the grass and ask students to tell their partner what they think today’s lesson will be about.

Making Connections

• Tell students that today they are going to learn about the sense of touch.

• Explain that when you talk about the sense of touch, you are talking about what you can touch and feel.

• Have students repeat the phrase sense of touch while pointing to their fingers.

• Tell them that touch is not just something they do with their hands, but something they do with their whole bodies.

• Ask students to share with their partner one thing they can feel without their hands and fingers. Invite a few partner pairs to share their examples.

Lesson 5A - Supplemental Guide, The Five Senses (Kindergarten)

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END HERE QUESTION: How does this introduction sequence support students' verbal expression?



i. Examples of Supporting Student Attention


The Five Senses: Supplemental Guide 5A | I Use My Skin to Touch 123


Say bumpy with me.

[Point to the close-up of the quills.]

What about knives, needles and scissors? Or porcupine quills?

What word do we use to describe the way these things feel?

Say the word sharp with me.

Show image 6A-6: Hand on shish kebabs over coals

Your sense of touch helps to protect you and keep you safe and healthy. If you have touched something that was too hot and got an injury like a burn, you will probably remember never to do that again, because it hurt! An injury is hurt done to yourself or someone else.

Show image 6A-7: Child making snow angel

Sometimes you are ready to go outside and play, but then someone calls you back inside and says, “Put on a coat!” If you go outside in the snow wearing only a T-shirt, then all the nerves under your skin will become very sensitive, and you will feel cold. You need to put on extra clothing, like a coat and hat and mittens.

Show image 6A-8: Mosquito bite

Nobody likes to get a mosquito bite. When a mosquito bites you, you feel an itch. The nerves in your skin make you feel itchy.

[Model itching and have students copy you and say, “Itchy!”]

The pain you feel when you get a bee sting, or other injuries like a scrape on your knee, is your body’s way of warning you to be more careful next time.

[Pretend you are hurt. Have students copy you and say, “Ouch!”]

Show image 6A-1: Hands on grass

Just like your other senses, your sense of touch is always ready to work. You probably don’t even think about most of the things you touch or feel during the day. But your nerves are always paying attention, and they will let you know if something hurts, tickles, or itches.

[Gesture to show hurt, tickle, and itch. Have students make up gestures for hurt, tickle, and itch.]

Lesson 5A - Supplemental Guide, The Five Senses (Kindergarten) Presenting the Read-Aloud

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QUESTION: How do these gestures support students' attention during this read-aloud activity?

120 The Five Senses: Supplemental Guide 5A | I Use My Skin to Touch


Vocabulary Preview

Touch

1. Today’s lesson is called, “I Use My Skin to Touch.”

2. Say the word touch with me three times.

3. Touch means to sense by feeling something with your skin.

4. I use my skin to touch.Be careful not to touch the wet paint.

5. Tell your partner something you touched today. Use the word touched when you tell about it.

Sensitive

1. Today you will learn that your fingertips are very sensitive.

2. Say the word sensitive with me three times.

3. Sensitive means able to feel something strongly or quickly.

4. The skin on your fingertips is sensitive.Please be sensitive to others’ feelings.

5. Tell your partner about a part of your body that is sensitive, e.g., your fingers, the bottom of your feet, or under your arms. Use the word sensitive when you tell about it.


Tell students that they are going to listen to a read-aloud to learn more about the sense of touch. The main topic, or idea, in this lesson is their sense of touch. Tell them to listen to find out how their skin is able to feel the texture of things.

By the end of the lesson, students should be able to:

Describe the sense of touch

Identify the skin as being associated with the sense of touch

Lesson 5A - Supplemental Guide, The Five Senses (Kindergarten) Introducing the Read-Aloud

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QUESTION: How does previewing the vocabulary before the read-aloud help to support students' attention?



j. Examples of Providing Timely &

Specific Feedback


124 The Five Senses: Supplemental Guide 5A | I Use My Skin to Touch



Comprehension Questions

If students have difficulty responding to questions, reread pertinent lines of the read-aloud and/or refer to specific images. If students give one-word answers and/or fail to use read-aloud or domain vocabulary in their responses, acknowledge correct responses by expanding the students’ responses using richer and more complex language. To the extent that they are able, ask students to answer in complete sentences, even short sentences. Model answers using complete sentences for students.

1. Inferential What is the main topic, or idea, of this lesson?• The main topic, or idea, of this lesson is the sense of touch.

2. Literal Which part of your body do you use to touch? • I use my skin to touch.

3. Literal What are the things hidden underneath your skin that run through your whole body and carry messages to your brain?• Nerves run through my whole body and carry messages to my brain.

4. Literal What is one of the most sensitive parts of your body?• My fingertips are one of the most sensitive parts of my body.

5. Literal What do you use the sense of touch to do?• I use the sense of touch to feel the texture of things.

6. Literal What are some different textures?• Answers may vary, but should include: soft, hard, wet, dry, smooth,

bumpy, rough, and sharp.


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Provide hints through the text

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Repeating and expanding answers provides specific, but non-evaluative, feedback

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Have specific expectations for key words

using the listening & learning supplemental guides · give thanks and pray for good times...

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