Setting Up the Reading Trajectory Posters...Setting Up the Reading Trajectory Posters This reading...

Setting Up the Reading Trajectory Posters

This reading trajectory poster set has been designed to illustrate the progression of reading instruction

in the Core Knowledge Language Arts Skills strand. To use the posters in turn‐key training, arrange them

on the wall using the page numbers as follows:

K

Mid‐year Reader

K

Year End Reader

G1

Year Start Reader

G1

Mid‐Year Reader

G1

Year End Reader

G2

Year Start Reader

G2

Mid‐Year Reader

G2

Year End Reader

Reader Cover *1* *5* *9* *13* *17* *21* *25* *29*

Code Load Page *2* *6* *10* *14* *18* *22* *26* *30*

Text Page *3* *7* *11* *15* *19* *23* *27* *31*

Workbook Page *4* *8* *12* *16* *20* *24* *28* *32*

For instance, this page would go in the top left corner of your display:

KitC

ore

Know

ledg

e Re

adin

g

Reader Unit 6

Skills

Str

and

Kindergarten

*1*

Vowel Sounds and Spellings:

/i/ as in skim

/e/ as in bed

/a/ as in tap

/u/ as in up

/o/ as in flop

Consonant Sounds and Spellings:

/m/ as in rim

/t/ as in got

/d/ as in dip

/k/ as in cot and kid

/g/ as in log

/n/ as in pen

/h/ as in ham

/s/ as in sit

/f/ as in fat

/v/ as in vet

/z/ as in zip

/p/ as in tip

/b/ as in bus

/l/ as in lamp

/r/ as in rip

/w/ as in wet

/j/ as in jog

/y/ as in yes

/x/ as in box

Capital Letters:

C, F, J, K, M, P, S, T, V

Other:

Four- and five-letter words

’s (for possession)

’t (contraction)

Punctuation (period, comma, exclamation point)

Code Knowledge assumed at the beginning of the reader:

Code Knowledge added gradually in the unit for this reader:

• Beginning with “Kit’s Hats”: /z/ as in has

*2*

24

Kit has hats .

*3*

Unit 6 7

© 2013 Core Knowledge Foundation

3.1Name

as hisis has

1. Stan mad at Fred.

2. Jim not met Tim.

3. Ted is dad.

4. Jen is not as sad Kim.

Dire

ction

s: H

ave s

tude

nts c

ompl

ete e

ach

sente

nce.

*4*

Zack and AnnC

ore

Know

ledg

e Re

adin

g

Reader Unit 9

Skills

Str

and

Kindergarten

*5*

Code Knowledge assumed at the beginning of the reader:

Code Knowledge added gradually in the unit for this reader:• Beginningwith“TheBadCrab”:uppercaseletters‘A,’‘B,’‘D’;trickywordswhenand

word

• Beginningwith“Ann’sDress”:uppercaseletters‘E,’‘G,’‘H’;trickywordswhyandto

• Beginningwith“ZackGetsaPet”:uppercaseletters‘I,’‘L’;trickywordswhere, no,andI

• Beginningwith“OntheMat”:uppercaseletters‘N,’‘Q,’‘R’;trickywordswhatandso

• Beginningwith“FixThatShip”:trickywordwhich

• Beginningwith“TheTent”:uppercaseletters‘Y’;trickywordonce

• Beginningwith“AGiftfromMom”:trickywordssaidandsays

• Beginningwith“SwingThatNet”:trickywordshereandthere

• Beginningwith“Ann’sCut”:trickywordsareandwere


/i/asinskim

/e/asin bed

/a/asin tap

/u/asin up

/o/asin flopConsonant Sounds and Spellings:

/m/asinswim, swimming

/t/asinbat, batting

/d/asinbid, bidding

/k/asin cot, kid, rock, soccer

/g/asinlog, logging

/n/asinrun, running

/h/asinham

/s/asinsit, hiss

/f/asinfat, huff

/v/asinvet

/z/asinzip,hums, buzz

/p/asintip, tipping

/b/asinrub, rubbing

/l/asinlamp, fill

/r/asinrip, ferret

/w/asinwet

/j/asinjog

/y/asinyes

/x/asinbox

/ch/asinchin

/sh/asinshop

/th/asinthing

/th/asinthen

/qu/asinquilt

/ng/asinking

Tricky Words:

the, a, from, of, one, was, all

Capital Letters:

C,F,J,K,M,O,P,S,T,U,V,W,X,Z

Other:

Seven-letterwords

Punctuation(period,

comma,quotation

marks,questionmark,

exclamationpoint)

‘t(contraction)

‘s(forpossessionand

contraction)

Number2

*6*

18

Ann’s dress was in a trash can .

A bus had hit it .

A dog bit it .

The dress had mud on it .

The dress had rips and missing bits .

Ann’s dress was a mess!

*7*

Name

Unit 9 25© 2013 Core Knowledge Foundation

4.1D

irecti

ons:

Hav

e stu

dent

s rer

ead

the s

tory

and

ans

wer

the q

uesti

ons.

Ann’s Dress

3. Why was Ann’s dress a mess?

1. The cab hit . . .

a rock.

a bump.

the dress.

2. Why did Ann get the cab man to stop the cab?

Ann had to get a snack.

Ann had to pick up trash.

Ann had to get the dress.

*8*

THIS BOOK IS THE PROPERTY OF:STATE

PROVINCE

COUNTY

PARISH

SCHOOL DISTRICT

OTHER

Book No.

Enter information in spaces to the left as instructed.

CONDITION

ISSUED RETURNEDISSUED TOYear Used

PUPILS to whom this textbook is issued must not write on any page or mark any part of it in any way, consumable textbooks excepted.

1. Teachers should see that the pupil’s name is clearly written in ink in the spaces above in every book issued.

2. The following terms should be used in recording the condition of the book:New; Good; Fair; Poor; Bad.


/i/ as in skim /e/ as in bed/a/ as in tap/u/ as in up/o/ as in flop

Tricky Words:

a, I, no, so, of, is, all, some, from, word, are, were, have, one, once, to, do, two, who


/m/ as in swim /n/ as in run/t/ as in bat/d/ as in bid/k/ as in cot, kid/g/ as in log/f/ as in fat/s/ as in sit/z/ as in zip /v/ as in vet/p/ as in tip/b/ as in rub/l/ as in lamp/r/ as in rip/h/ as in ham/w/ as in wet/j/ as in jog/y/ as in yes/x/ as in box/ch/ as in chin/sh/ as in shop

Other:

punctuation (period, comma, quotation marks, question mark, exclamation point)‘s (for possession)abbreviations (U.K., U.S.)

Code Knowledge assumed at the beginning of this reader:


• Beginning with Story 10: /th/ as in then, /th/ as in thin, tricky word the• Beginning with Story 11: /ng/ as in king, /qu/ as in quit, tricky words said and says• Beginning with Story 14: double-letter spellings for consonant sounds, i.e., ‘bb’,

‘dd’, ‘ff’, ‘gg’, ‘ll’, ‘mm’, ‘ss’, ‘ck’• Beginning with Story 16: double-letter spellings for consonant sounds, i.e., ‘cc’, ‘nn’,

‘pp’, ‘rr’, ‘tt’, ‘zz’, /z/ as in dogs, tricky word was• Beginning with Story 17: tricky words when, where, why, what, and which• Beginning with Story 18: tricky words here and there

*10*

44

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?

*11*

156 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.

*12*


PROVINCE

COUNTY

PARISH

SCHOOL DISTRICT

OTHER

Book No.


CONDITION




2. The following terms should be used in recording the condition of the book: New; Good; Fair; Poor; Bad.


/i/ as in skim /e/ as in bed/a/ as in tap/u/ as in up/o/ as in flop (or paw)/ee/ as in bee/a_e/ as in late/i_e/ as in time/o_e/ as in home/u_e/ as in cute/oo/ as in soon/oo/ as in look/ou/ as in shout/oi/ as in oil/aw/ as in paw


/p/ as in tip, tipping/b/ as in rub, rubbing /t/ as in bat, batting/d/ as in bid, bidding/k/ as in cot, kid, rock,

soccer/g/ as in log, logging/ch/ as in chin/j/ as in jog/f/ as in fat, huff /v/ as in vet/s/ as in sit, hiss/z/ as in zip, dogs, buzz /th/ as in thin/th/ as in then

/m/ as in swim, swimming

/n/ as in run, running/ng/ as in king/h/ as in ham/w/ as in wet/l/ as in lamp, fill/r/ as in rip, ferret/y/ as in yes/sh/ as in shop/x/ as in box/qu/ as in quit

Tricky Words:

a, I, know, so, of all, some, from, word, are, were, have, one, once, to, do, two, who, said, says, was, when, where, why, what, which, here, there, he, she, we, be, me, they, their, my, by, you, your, could, would, should, down, because



• Beginning with Story 49: the sound /er/ spelled ‘er’ as in her• Beginning with Story 51: the sound /ar/ spelled ‘ar’ as in car• Beginning with Story 53: the sound /or/ spelled ‘or’ as in for• Beginning with Story 54: the tricky words today, yesterday, tomorrow• Beginning with Story 55: two-syllable words• Beginning with Story 60: /t/ as in asked, /d/ as in filled

Other:

punctuation (period, comma, quotation marks, question mark, exclamation point, apostrophe)

CVR_Unit4_fernZoo.indd 2 8/28/2009 11:06:11 AM

*14*

6

Things That Swim

Let’s start here in this room with things that swim .

This is a trout . A trout is a fish that swims in cool lakes and creeks . You can see that it has fins and lots of spots and marks . The spots and marks help the trout hide because they make it look a lot like the sand on the bed of a creek . That makes the trout hard to see and helps it hide from fish that would like to dine on it .

Reader_Unit 4_GreenZoo.indd 6 8/26/2009 4:00:43 PM

*15*

Things That Swim

1. What is a trout?

2. What part of a trout helps it swim?

Pare

nt/T

each

er In

stru

ctio

ns: H

ave

the

stud

ent r

erea

d th

e st

ory

and

answ

er th

e qu

estio

ns.

3. What helps a trout hide?

Name

Wor

kshe

et 5

2.4

© 2

009

Core

Kno

wle

dge

Foun

datio

n

52.4

*16*


PROVINCE

COUNTY

PARISH

SCHOOL DISTRICT

OTHER

Book No.


CONDITION






/i/ as in skim /e/ as in bed/a/ as in tap/u/ as in up/o/ as in flop (or paw)/ee/ as in bee/a_e/ as in late/i_e/ as in time/o_e/ as in home/u_e/ as in cute/oo/ as in soon/oo/ as in look/ou/ as in shout/oi/ as in oil/aw/ as in paw/ar/ as in car/or/ as in for/er/ as in her


/p/ as in tip, tipping/b/ as in rub, rubbing /t/ as in bat, batting, asked

/d/ as in bid, bidding, filled/k/ as in cot, kid, rock, soccer/g/ as in log, logging/ch/ as in chin, itch/j/ as in jog, gem, fringe/f/ as in fat, huff /v/ as in vet, twelve/s/ as in sit, hiss, cent, prince, rinse/z/ as in zip, dogs, buzz /th/ as in thin/th/ as in then/m/ as in swim, swimming /n/ as in run, running, knock/ng/ as in king, pink/h/ as in ham/w/ as in wet, when/l/ as in lamp, fill/r/ as in rip, ferret, wrist/y/ as in yes/sh/ as in shop/x/ as in box/qu/ as in quit

Tricky Words:

a, I, no, so, of, all, some, from, word, are, were, have, one, once, to, do, two, who, said, says, was, when, where, why, what, which, here, there, he, she, we, be, me, they, their, my, by, you, your, could, would, should, down, today, yesterday, tomorrow, how, picture, writing, describe

Other:

two and three-syllable words

punctuation (period, comma, quotation marks, question mark, exclamation point, apostrophe)

hyphen



• Beginning with Story 104: the sound /ae/ spelled ‘a’ as in paper, ‘ai’ as in wait, ‘ay’ as in day

• Beginning with Story 113: the sound /oe/ spelled ‘o’ as in open• Beginning with Story 116: the sound /oe/ spelled ‘oe’ as in toe, ‘ow’ as in snow,

‘oa’ as in boat

UNIT

7

C

O D E L O A D

CVR_Unit7_KM.indd 2 3/5/2010 5:45:38 PM

*18*

6

Dinner with KayThe next day, Mar∙tez vis∙its Kay’s house for

dinn∙er. Kay’s mom serves corn on the cob in place of cole∙slaw.

Mar∙tez tells Kay’s mom, “I like this food a lot! You are a good cook!”

“Thank you!” says Kay’s mom. Kay’s dad ex∙plains that he got the corn on

sale. “It was ten per∙cent off!” he brags.Mar∙tez is smooth. He says, “This corn tastes

so sweet, I would think you paid big bucks for it.”

Kay’s dad smiles to think he got such good corn for such a good price.

Unit 7_Kay and Martez.indd 6 3/5/2010 5:47:38 PM

*19*

Wor

kshe

et 1

05.2

©

201

0 Co

re K

now

ledg

e Fo

unda

tion

What are some things that kids with good mann·ers do?

4.

*20*

The Cat BanditC

ore

Know

ledg

e La

ngua

ge A

rts

Unit 1 Reader

Skills

Str

and

Grade 2

The Cat BanditUnit 1 Reader

*21*


PROVINCE

COUNTY

PARISH

SCHOOL DISTRICT

OTHER

Book No.


CONDITION






/i/ as in sit/e/ as in bed/a/ as in hat/u/ as in but/o/ as in hot

Tricky Words:

the, a, he, she, we, be, me


/p/ as in pot, pepper

/b/ as in bat,rubbing

/t/ as in top, mitt

/d/ as in dog, sledding

/k/ as in cat, kid, soccer, back

/g/ as in get, bigger

/ch/ as in chop

/j/ as in jet

/f/ as in fat, sniff

/v/ as in vet

/s/ as in sit, miss

/z/ as in zip, buzz

/th/ as in thin

/th/ as in them

/m/ as in man, swimming

/n/ as in not, banner /ng/ as in song

/h/ as in hot

/w/ as in wet

/l/ as in lip, fill

/r/ as in red, ferret

/y/ as in yes

/sh/ as in ship

/x/ as in tax



Beginning with “The Hot Dog”: tricky words he, she, we, be, me, theBeginning with “The Chicken Nugget”: tricky words was, of, aBeginning with “The Snack Mix” Day One: /j/ as in gem, tricky words do, down, how, twoBeginning with “The Snack Mix” Day Two: /s/ as in centBeginning with “The Ham”: /qu/ as in quilt, /w/ as in when, /r/ as in wrist, /n/ as in knock; tricky words what, where, why, fromBeginning with “The Fish”:/j/ as in fringe, /v/ as in twelve; tricky words once, oneBeginning with “The Milk” Day One: /s/ as in rinse, prince, /ch/ as in itchBeginning with “The Milk” Day Two: /e/ + /d/ as in landed, /t/ as in asked, /d/ as in filled /ng/ as in pink; tricky words could, would, shouldBeginning with “The Chips”: tricky words there, said, says, word

•••

••

•••

•

UNIT 1

C

O D E L O A D

CVR_G2_Rdr_U1_CatBandit.indd 2 7/30/2010 9:01:48 AM

*22*

34

The Chips

Once Mom left a big bag of chips on the top shelf in the kitchen .

“The cat will not get them up there,” she said .

But it was not long until the cat bandit was up to his tricks .

He got a log, a plank, and a big rock .

He set the rock on the bench .

He set the log on the rug next to the bench .

He set the plank on top of the log .

*23*

139Name

© 2010 Core Knowledge Foundation Unit 1 | Lesson 21 | 139

The Chips1. On which shelf did Mom leave the bag of chips?

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

2. Where did the cat bandit set the rock?

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

3. Where did the cat bandit set the plank?

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

*24*


PROVINCE

COUNTY

PARISH

SCHOOL DISTRICT

OTHER

Book No.


CONDITION






/i/ as in sit

/e/ as in bed

/a/ as in hat

/u/ as in but

/o/ as in hot

/ae/ as in cake, wait, day

/ie/ as in bite, biting, tie

/oe/ as in home, boat, toe, open

/ue/ as in cute, unit

/ee/ as in bee, beach, Pete

/aw/ as in law, Paul, caught

/oo/ as in soon

/oo/ as in look

/ou/ as in shout, now

/oi/ as in oil, toy

/er/ as in her

/or/ as in for

/ar/ as in car


/p/ as in pot, sipping

/b/ as in bat, rabbit

/t/ as in top, nutty, marked, lapsed

/d/ as in dog, add, hogged

/k/ as in cat, kid, hiccup, back

/g/ as in get, egg

/ch/ as in chop, itch

/j/ as in jet, gem, large

/f/ as in fat, stuff

/v/ as in vet, twelve

/s/ as in sit, dress, cent, rinse, prince

/z/ as in zip, buzz, dogs

/th/ as in thin

/th/ as in them

/m/ as in man, drumming

/n/ as in not, grinning, knock

/ng/ as in song, pink

/h/ as in hot

/w/ as in wet, when

/l/ as in lip, bell

/r/ as in red, ferret, wrist

/y/ as in yes

/sh/ as in ship

/x/ as in tax

/qu/ as in quit

Tricky Words:

the, a, he, she, we, be, me, was, from, of, to, do, down, how, what, where, why, once, one, two, could, would, should, there, said, says, word, I, you, your, my, by, have, here, all, who, no, go, so, are, were, they, their, some



Beginning with “Morning”: /er/ as in her, hurt, and bird

Beginning with “Brooklyn”: /i/ as in myth

Beginning with “Drummer’s Grove”: /ie/ as in biting

Beginning with “Dwight’s Lights”: /ie/ as in tie, night

Beginning with “The Gym”: /ie/ as in try

Beginning with “The Diner”: /oe/ as in open

Beginning with “The Subway”: /oe/ as in snow

Beginning with “Wall Street”: /ee/ as in me

Beginning with “The Bakery”: /ee/ as in funny

Beginning with “Keeping it Up”: /ee/ as in ladies

Beginning with “Inventory”: /ee/ as in kidney

•

•

•

•

•

•

•

•

•

•

•

UNIT 4

C

O D E L O A D

CVR_R4_JobHunt.indd 2 12/8/2010 5:07:30 PM

*26*

12

Brooklyn

Kim took Kurt by the hand and the two of them set off so that Kim could look for a job .

It was a summer morning in Brooklyn . There were lots of cars on the streets . There were people walking here and there . A man was sweeping the street outside his shop .

Kim and Kurt walked until they got to Prospect Park .

Kurt looked into the park as they went past . He saw people playing frisbee . He saw people on bikes . He saw a man playing fetch with his dog . He saw soccer players on their way to a game . He saw runners on their way to the gym .

“Can we stop and play?” asked Kurt .

“No,” Kim said . “I have to get a job .”

Kurt slumped a bit to let Kim see that he was sad, but he kept walking .

“Kim,” he said after a bit, “will having a job make you a grownup?”

*27*

Unit 4 | Pausing Point | 282© 2010 Core Knowledge Foundation

4. Who gave the Statue of Liberty to the people of the U.S.?

_________________________________________________

_________________________________________________

_________________________________________________

5. What is the largest present that you’ve ever gotten?

_________________________________________________

_________________________________________________

_________________________________________________

6. What does liberty mean?

_________________________________________________

_________________________________________________

_________________________________________________

15Name


Brooklyn

1. When Kim and Kurt get to Prospect Park, what is it that Kurt wants to do?

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

2. Why is Kim looking for a job that is part-time?

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

3. Kim wants a job that is not too hard. What would a synonym be for hard?

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

*28*

The War of 1812C

ore

Know

ledg

e La

ngua

ge A

rts

Skills

Str

and

Grade 2

The War of 1812Unit 8 Reader

The W

ar of 1812

G2_R8_War1812_cvr.indd 1 4/30/2010 1:27:47 PM

*29*


PROVINCE

COUNTY

PARISH

SCHOOL DISTRICT

OTHER

Book No.


CONDITION






/i/ as in it, myth/e/ as in bed/a/ as in hat/al/ as in wall/u/ as in but/o/ as in hop/ae/ as in cake, paper, wait,

day, hey/ee/ as in bee, funny, beach,

cookie, key, Pete/ie/ as in bite, biting, try, tie,

night/oe/ as in home, open, snow

boat, toe/ue/ as in cute/aw/ as in law, Paul, caught/oo/ as in soon/oo/ as in look/ou/ as in shout, now/oi/ as in oil, toy/er/ as in her, hurt, bird/ar/ as in car/or/ as in for/u/ as in son, come, touch


/p/ as in pot, napping/b/ as in bat, rubbing/k/ as in cat, kid, back, hiccup /g/ as in get, egg/t/ as in top, nutty, marked,

lapsed/d/ as in dot, add, filled/ch/ as in chop, itch/j/ as in jump, gem, large/f/ as in fit, stuff/v/ as in vet, twelve/s/ as in sun, cent, dress,

prince, rinse/z/ as in zip, dogs, buzz/th/ as in thin/th/ as in them/m/ as in mad, swimming/n/ as in nut, running, knock/ng/ as in sing, pink/r/ as in red, ferret, wrist/l/ as in lip, bell/h/ as in hot/w/ as in wet, when/y/ as in yes

/sh/ as in shop/x/ as in tax/qu/ as in quit/ə/ as in about, benefit

/ə/ + /l/ as in apple, shovel, pencil, naval

/sh/ + /ə/ + /n/ as in action

Tricky Words:

was, of, from, what, where, once, one, two, could, would, should, there, said, says, word, your, have, who, are, were, their, English, work, been, minute, people, walk, future, does, build, many, again, ghost, eye, friend, sure, give, through, live, answer, tomorrow

Abbreviations & Symbols:

Mrs., Mr.


Code Knowledge added gradually in the unit for this reader:Beginning with Lesson 1: /f/ as in phoneBeginning with Lesson 3: /e/ as in headBeginning with Lesson 7: tricky words Great Britain, Europe, war, native, signatureBeginning with Lesson 8: /er/ as in dollar and actorBeginning with Lesson 11: /k/ as in school; tricky word soldierBeginning with Lesson 13: /ee/ as in ski; tricky words ironBeginning with Lesson 15: tricky word special, WashingtonBeginning with Lesson 17: tricky word shoeBeginning with Lesson 19: tricky word Fort McHenryBeginning with Lesson 22: tricky words whose, broad, early, bombBeginning with Lesson 25: tricky word AndrewBeginning with Lesson 27: tricky words new, Treaty of Ghent

••••••••••••

UNIT 6

C

O D E L O A D

CVR_R6_War1812.indd 2 4/8/2011 10:05:25 AM

*30*

50

Chapter 5

The Attack on Washington

In August of 1814, President Madison was upset . Two years had passed . The war was still going on . The United States Army had won some battles, and it had lost some battles .

The British had landed an army near Washington, D .C . British soldiers were on the march . Madison hoped the United States Army would be able to stop them .

At the time, Washington was a young town . Some buildings had just been finished . Others were not done yet . The streets had not even been paved . Still, it was an important place . It was where the United States Congress met to make laws . It was where the Supreme Court met . It was the home to President Madison and his wife, Dolley .

*31*


If you were the president of the United States what would you do?

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Draw a picture of yourself as the president of the United States.

*32*

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