a b c d e f g h i j k l m n o p q r s t
u v
w x
y z a b c d e f g h i j k l m n o p q
r s t
u v
w x y z
a b c d e f g h i j k l m n o p q r s t
u v
w x
y z
Unit 4Skills Workbook
Kind
erga
rten
Co
re Kn
owled
ge La
ngua
ge Ar
ts® • N
ew Yo
rk Ed
ition
• Skil
ls St
rand
Unit 4Workbook
Skills Strand
KINDERGARTEN
Core Knowledge Language Arts®New York Edition
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www.coreknowledge.org
All Rights Reserved.
Core Knowledge Language Arts, Listening & Learning,
and Tell It Again! are trademarks of the Core Knowledge
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Trademarks and trade names are shown in this book strictly
for illustrative and educational purposes and are the property
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Unit 4Workbook
This workbook contains worksheets which accompany many of the lessons from the Teacher Guide for Unit 4. Each worksheet is identifi ed by the lesson number in which it is used. The worksheets in this book do not include written instructions for students because the instructions would have words that are not decodable. Teachers will explain these worksheets to the students orally, using the instructions in the teacher guides. The workbook is a student component, which means each student should have a workbook.
Unit 4 1
© 2013 Core Knowledge Foundation
1.1NameD
irecti
ons:
Hav
e stu
dent
s tra
ce a
nd co
py th
e let
ters
and
wor
ds. Th
e m
otio
n fo
r ‘n’
can
be d
escrib
ed a
s 1. s
hort
line
dow
n,2.
hum
p. Th
e st
uden
t sho
uld
say t
he so
und
as h
e or s
he w
rites
the l
ette
r.1
2
1
2
1
21
1
2
1
2
1
2
1
2
1
21
1
2
2 Unit 4
© 2013 Core Knowledge Foundation
in cat
on dog
Dire
ction
s: H
ave s
tude
nts w
rite e
ach
wor
d un
der t
he m
atch
ing
pictu
re.
Unit 4 3
© 2013 Core Knowledge Foundation
1.2NameD
irecti
ons:
Hav
e stu
dent
s hol
d up
this
wor
kshe
et w
hen
you
say /
m/. m
4 Unit 4
© 2013 Core Knowledge Foundation
m
Unit 4 5
© 2013 Core Knowledge Foundation
1.3NameD
irecti
ons:
Hav
e stu
dent
s hol
d up
this
wor
kshe
et w
hen
you
say /
n/. n
6 Unit 4
© 2013 Core Knowledge Foundation
n
Unit 4 7
© 2013 Core Knowledge Foundation
2.1NameD
irecti
ons:
Hav
e stu
dent
s tra
ce a
nd co
py th
e let
ters
and
wor
ds. Th
e m
otio
n fo
r ‘h’
can
be d
escrib
ed a
s 1. l
ong
line d
own,
2.
hum
p. Th
e st
uden
t sho
uld
say t
he so
und
as h
e or s
he w
rites
the l
ette
r.
1
2
1
2
1
2
1
2
1
2 3
1
1
1
2
2
2
1
2
1
2
1
2 3
8 Unit 4
© 2013 Core Knowledge Foundation
hat dog
hot ham
Dire
ction
s: H
ave s
tude
nts w
rite e
ach
wor
d un
der t
he m
atch
ing
pictu
re.
Unit 4 9
© 2013 Core Knowledge Foundation
2.2Name
Dear Family Member,
On the front and back of this worksheet, have your child draw a line from each word to the matching picture. If necessary, identify the pictures for your child.
1. man
2. hat
3. ham
4. can
10 Unit 4
© 2013 Core Knowledge Foundation
5. hog
6. cat
7. dot
8. dig
9. dad
Unit 4 11
© 2013 Core Knowledge Foundation
3.1NameD
irecti
ons:
Hav
e stu
dent
s tra
ce a
nd co
py th
e let
ters
and
wor
ds. Th
e m
otio
n fo
r ‘s’ c
an b
e desc
ribed
as 1
. hal
f circ
le to
the l
eft,
half
circle
to th
e rig
ht. Th
e st
uden
t sho
uld
say t
he so
und
as h
e or s
he w
rites
the l
ette
r.
1
1
2
1
2
1
1
1
1
1
2
1
2
1
1
12 Unit 4
© 2013 Core Knowledge Foundation
sit sad dig
dog ham man
Dire
ction
s: H
ave s
tude
nts w
rite e
ach
wor
d un
der t
he m
atch
ing
pictu
re.
Unit 4 13
© 2013 Core Knowledge Foundation
4.1NameD
irecti
ons:
Hav
e stu
dent
trac
e and
copy
the l
ette
r and
wor
d. Th
e m
otio
n fo
r ‘f’
can
be d
escrib
ed a
s 1. c
andy
cane
(lift
), 2.
shor
t lin
e acr
oss.
Th e s
tude
nt sh
ould
say t
he so
und
as h
e or s
he w
rites
the l
ette
r.
1
2
1
2
1
2 1
21
2
1
1
1
1
2 1
21
2
2
2
2
14 Unit 4
© 2013 Core Knowledge Foundation
dog hat mat
fin man fan
Dire
ction
s: H
ave s
tude
nts w
rite e
ach
wor
d un
der t
he m
atch
ing
pictu
re.
Unit 4 15
© 2013 Core Knowledge Foundation
4.2Name
Dear Family Member,
On the front and back of this worksheet, have your child copy each word under the matching picture. If necessary, identify the pictures for your child.
2. fan
3. sit
1. sad
16 Unit 4
© 2013 Core Knowledge Foundation
4. fin
6. can
5. hat
Unit 4 17
© 2013 Core Knowledge Foundation
5.1Name
1. fin
2. hog
3. sit
4. dig
5. fanDire
ction
s: D
raw
a li
ne fr
om ea
ch w
ord
to th
e mat
chin
g pi
cture
.
18 Unit 4
© 2013 Core Knowledge Foundation
6. sad
7. hat
8. ham
9. can
10. man
Unit 4 19
© 2013 Core Knowledge Foundation
6.1NameD
irecti
ons:
Hav
e stu
dent
s tra
ce a
nd co
py th
e let
ters
and
wor
ds. Th
e m
otio
n fo
r ‘v’
can
be d
escrib
ed a
s 1. d
iago
nal r
ight
,2.
dia
gona
l up.
Th e
stud
ent s
houl
d sa
y the
soun
d as
he o
r she
writ
es th
e let
ter.
1
2
1
2
1
2 1
2
1
2
1
2
1
2
1
2
1
2 1
2
1
2
20 Unit 4
© 2013 Core Knowledge Foundation
van can hog
hat sad fan
Dire
ction
s: H
ave s
tude
nts w
rite e
ach
wor
d un
der t
he m
atch
ing
pictu
re.
Unit 4 21
© 2013 Core Knowledge Foundation
6.2NameD
irecti
ons:
Hav
e stu
dent
s hol
d up
this
wor
kshe
et w
hen
you
say /
v/. v
22 Unit 4
© 2013 Core Knowledge Foundation
v
Unit 4 23
© 2013 Core Knowledge Foundation
6.3NameD
irecti
ons:
Hav
e stu
dent
s hol
d up
this
wor
kshe
et w
hen
you
say /
f/. f
24 Unit 4
© 2013 Core Knowledge Foundation
f
Unit 4 25
© 2013 Core Knowledge Foundation
6.4Name
Dear Family Member,
Your child is learning to read words printed in lowercase letters by saying individual sounds and blending them to read a word. Listed below are words your child should be able to read with practice. Please help your child cut out the word cards. Show the cards to your child and have him or her read them. Encourage your child to read the whole word at once.
The process of blending sounds to read words is challenging. If necessary, assist your child by saying the individual sounds and have your child repeat the sounds after you. Ask your child to say the whole word, i.e., to blend the sounds into a word.
Your child may practice letter formation by copying the words on another sheet of paper.
Please retain these cards in addition to the previous cards for future practice.
had tin vat
sit man nod
fit fin hot
sad him van
26 Unit 4
© 2013 Core Knowledge Foundation
Unit 4 27
© 2013 Core Knowledge Foundation
7.1NameD
irecti
ons:
Hav
e stu
dent
s tra
ce a
nd co
py th
e let
ters
and
wor
ds. Th
e m
otio
n fo
r ‘z’
can
be d
escrib
ed a
s 1. s
hort
line
acr
oss,
2. d
iago
nal l
eft, 3
. sho
rt li
ne a
cros
s. Th
e stu
dent
shou
ld sa
y the
soun
d as
he o
r she
writ
es th
e let
ter.
12
3
12
3
1
12
3
1
1
1
12
3
2
3
2
3
12
3
28 Unit 4
© 2013 Core Knowledge Foundation
1
2
1
2
12
Unit 4 29
© 2013 Core Knowledge Foundation
7.2NameD
irecti
ons:
Hav
e stu
dent
s hol
d up
this
wor
kshe
et w
hen
you
say /
z/. z
30 Unit 4
© 2013 Core Knowledge Foundation
z
Unit 4 31
© 2013 Core Knowledge Foundation
7.3NameD
irecti
ons:
Hav
e stu
dent
s hol
d up
this
wor
kshe
et w
hen
you
say /
s/. s
32 Unit 4
© 2013 Core Knowledge Foundation
s
Unit 4 33
© 2013 Core Knowledge Foundation
7.4Name
Dear Family Member,
Please help your child cut out the picture cards on this page. On Worksheet 7.5, have your child glue or tape the cards with pictures beginning with the /s/ sound (snake, star, six) under the ‘s’ heading. Next, glue or tape the cards with pictures beginning with the /z/ sound (zipper, zebra, zigzag) under the ‘z’ heading.
6
34 Unit 4
© 2013 Core Knowledge Foundation
Unit 4 35
© 2013 Core Knowledge Foundation
7.5Name
Dear Family Member,
Please have your child glue or tape the cards from Worksheet 7.4 here. Affix pictures beginning with the /s/ sound under the ‘s’ heading and pictures beginning with the /z/ sound under the ‘z’ heading.
36 Unit 4
© 2013 Core Knowledge Foundation
Unit 4 37
© 2013 Core Knowledge Foundation
8.1NameD
irecti
ons:
Hav
e stu
dent
s tra
ce a
nd co
py th
e let
ters
and
wor
ds. Th
e m
otio
n fo
r ‘p’
can
be d
escrib
ed a
s 1. l
ine d
own
endi
ng
belo
w b
otto
m li
ne, 2
. circ
le to
the r
ight
. Th e
stud
ent s
houl
d sa
y the
soun
d as
he o
r she
writ
es th
e let
ter.
1
2
1
2
121
2
1
2
1
1
1
121
2
1
2
2
2
2
38 Unit 4
© 2013 Core Knowledge Foundation
pig pan cop
tag nap map
Dire
ction
s: H
ave s
tude
nts w
rite e
ach
wor
d un
der t
he m
atch
ing
pictu
re.
Unit 4 39
© 2013 Core Knowledge Foundation
8.2Name
Dear Family Member,
Help your child cut out the letter cards. Show the cards to your child and have him or her say the sounds, not the letter names. Here are some words beginning with these sounds to help you: fin, pin, hat, van, at, so, zoo, it.
Extension: Arrange the cards to make the words “fin,” “pin,” “nap,” “van,” “fan,” “pan,” “hip,” “sip,” “sap,” “zip,” and “zap” and have your child blend and read the words. Extension: Say one of the words listed above and ask your child to try and spell the word by selecting and arranging letter cards. Note that this is a challenging assignment at this point; you may need to say the word sound by sound and help your child with the spelling.
n h s
f v z
p a i
40 Unit 4
© 2013 Core Knowledge Foundation
Unit 4 41
© 2013 Core Knowledge Foundation
9.1Name
12
12
Dire
ction
s: H
ave s
tude
nts t
race
and
copy
the l
ette
rs an
d w
ords
. Th e
mot
ion
for ‘
e’ ca
n be
desc
ribed
as 1
. sho
rt li
ne a
cros
s,2.
mos
t of a
circ
le to
the l
eft. Th
e st
uden
t sho
uld
say t
he so
und
as h
e or s
he w
rites
the l
ette
r.
1
12
1
2
2
1
2
12
1
2
12
1
2
12
42 Unit 4
© 2013 Core Knowledge Foundation
hen net ten
pen men pet
Dire
ction
s: H
ave s
tude
nts w
rite e
ach
wor
d un
der t
he m
atch
ing
pictu
re. 10
Unit 4 43
© 2013 Core Knowledge Foundation
10.1Name
Dear Family Member,
Your child is learning to read words printed in lowercase letters by saying individual sounds and blending them to read a word. Listed below are words your child should be able to read with practice. Please help your child cut out the word cards. Show the cards to your child and have him or her read them. Encourage your child to read the whole word at once.
The process of blending sounds to read words is challenging. If necessary, assist your child by saying the individual sounds and have your child repeat the sounds after you. Ask your child to say the whole word, i.e., to blend the sounds into a word.
Your child may practice letter formation by copying the words on another sheet of paper.
Please retain these cards in addition to the previous cards for future practice.
ten fig hen
it met gas
vet cop did
mop hip fed
44 Unit 4
© 2013 Core Knowledge Foundation
Unit 4 45
© 2013 Core Knowledge Foundation
11.1Name
4. pig pen
1. mom and dad
2. fat cat
3. dog on mat
Dire
ction
s: Fo
r eac
h ph
rase,
hav
e stu
dent
s circ
le th
e mat
chin
g pi
cture
.
46 Unit 4
© 2013 Core Knowledge Foundation
8. hot pot
5. pet dog
6. cat in hat
7. sip it
Unit 4 47
© 2013 Core Knowledge Foundation
11.2NameD
irecti
ons:
Hav
e stu
dent
s tra
ce ea
ch le
tter s
ever
al ti
mes,
usin
g a
diff e
rent
-col
ored
cray
on ea
ch ti
me.
Mak
e sur
e stu
dent
s sta
rt
tracin
g at
the b
lack
dot
s.
48 Unit 4
© 2013 Core Knowledge Foundation48 | Lesson 11 | Unit 4 © 2013 Core Knowledge Foundation
Unit 4 49
© 2013 Core Knowledge Foundation
11.3Name
© 2013 Core Knowledge Foundation Unit 4 | Lesson 11 | 49
Record Sheet for Unit 4 Word Reading
Place a check next to each word read correctly. For misread words, write exactly what students say as they sound out the word. If a student misreads a word, prompt him or her to try to read the word again, letting him or her know that the first attempt was incorrect.
WORD FIRST ATTEMPT SECOND ATTEMPT/NOTES
1. net
2. van
3. hen
4. pen
5. fi n
6. sad
7. pot
8. zip
9. fan
10. hat
TOTAL CORRECT /30
SUBTOTAL:
‘n’ > /n/ ( 1 , 2 ,3 ,4 ,5 ,9 ) ____/6 ‘e’ > /e/ ( 1 ,3 ,4 ) _____/3 ‘t’ > /t/ ( 1 ,7,1 0 ) _____/3 ‘v’>/v/ (2) ____/1
‘a’ > /a/ ( 2 ,6 ,9 ,1 0 ) ______/4 ‘h’ > /h/ (3 ,10) ______/2 ‘p’ > /p/ ( 4 ,7,8 ) _____/3 ‘i’>/i/ ( 5 ,8 ) _____/2
‘s’ > /s/ (6) _____/1 ‘d’ > /d/ (6) _____/1 ‘o’ > /o/ (7) _____/1 ‘z’>/z/ (8) ____/1
‘f’ > /f/ ( 5 ,9 ) _____/2
50 Unit 4
© 2013 Core Knowledge Foundation
Unit 4 51
© 2013 Core Knowledge Foundation
11.4NameD
irecti
ons:
In ea
ch ro
w, h
ave s
tude
nts c
ircle
the w
ord
the t
each
er sa
ys a
loud
.
1. net met nit ten
2. man fan vet van
3. din hen ham pen
4. pen fin ten pan
5. van tin fin vim
52 Unit 4
© 2013 Core Knowledge Foundation
6. zap sad sat had
7. got pat pot pad
8. sip zip sap get
9. van fan pen tam
10. hat fat hen fin
Unit 4 53
© 2013 Core Knowledge Foundation
11.5Name
Dear Family Member,
Please help your child cut out the picture cards on this page. On Worksheet 11.6, have your child glue or tape the cards with pictures beginning with the /f/ sound (fan, four, frog) under the ‘f ’ heading. Next, glue or tape the cards with pictures beginning with the /v/ sound (van, vase, vet) under the ‘v’ heading.
4
54 Unit 4
© 2013 Core Knowledge Foundation
Unit 4 55
© 2013 Core Knowledge Foundation
11.6Name
Dear Family Member,
Please have your child glue or tape the cards from Worksheet 11.5 here. Affix pictures beginning with the /f/ sound under the ‘f ’ heading and pictures beginning with the /v/ sound under the ‘v’ heading.
56 Unit 4
© 2013 Core Knowledge Foundation
Unit 4 57
© 2013 Core Knowledge Foundation
12.1Name
1. sit set
2. met mat
3. tap top
4. pen pan
5. not net
6. vat vet
Dire
ction
s: H
ave s
tude
nts c
ircle
the d
ictat
ed w
ords
and
copy
them
on
the l
ines.
58 Unit 4
© 2013 Core Knowledge Foundation
Unit 4 59
© 2013 Core Knowledge Foundation
13.1Name
1. pot pat
2. met mat
3. sat set
4. gap tap
5. sad sat
6. sit sip
Dire
ction
s: H
ave s
tude
nts c
ircle
the d
ictat
ed w
ords
and
copy
them
on
the l
ines.
60 Unit 4
© 2013 Core Knowledge Foundation
Unit 4 61
© 2013 Core Knowledge Foundation
13.2NameD
irecti
ons:
For e
ach
pictu
re, h
ave s
tude
nts c
ircle
the l
ette
rs th
at sp
ell th
e nam
e of t
he d
epict
ed it
em. S
tude
nts s
houl
d th
en w
rite
the n
ame o
f the
item
on
the l
ine.
vf
ae
pn
mn
oa
pg
dp
ei
nm
62 Unit 4
© 2013 Core Knowledge Foundation
hd
ea
ts
pf
ie
hn
pd
oa
ft
Unit 4 63
© 2013 Core Knowledge Foundation
13.3NameD
irecti
ons:
Hav
e stu
dent
s writ
e eac
h w
ord
unde
r the
mat
chin
g pi
cture
.
1. fan
2. van
3. pan
64 Unit 4
© 2013 Core Knowledge Foundation
4. net
5. pen
6. zip
Unit 4 65
© 2013 Core Knowledge Foundation
13.4Name
Dear Family Member,
Help your child cut out the two circles. Attach the smaller circle on top of the larger circle with a brass fastener. Ask your child to spin the smaller circle to make words. Have your child blend and read the words he or she makes.
To practice letter formation, ask your child to copy the words on a sheet of paper.
adit
op
en
ot
ip at
og
h
66 Unit 4
© 2013 Core Knowledge Foundation
Unit 4 67
© 2013 Core Knowledge Foundation
14.1Name
1. in it
2. set sat
3. got pot
4. cap zap
5. mop hog
6. did hid
Dire
ction
s: H
ave s
tude
nts c
ircle
the d
ictat
ed w
ords
and
copy
them
on
the l
ines.
68 Unit 4
© 2013 Core Knowledge Foundation
Unit 4 69
© 2013 Core Knowledge Foundation
14.2Name
1. hen ham hog
2. dog dot doc
3. hat had hit
4. not net hot
5. vat van man
Dire
ction
s: Fo
r eac
h pi
cture
, hav
e stu
dent
s circ
le th
e mat
chin
g w
ord.
70 Unit 4
© 2013 Core Knowledge Foundation
6. dog hog fog
7. sat man sad
8. zap zip hit
9. sit sip tip
10. den pin pen
Unit 4 71
© 2013 Core Knowledge Foundation
14.3Name
5. mop it
1. cat in net
2. hen on hog
4. ham in pan
Dire
ction
s: H
ave s
tude
nts d
raw
a li
ne fr
om ea
ch p
hras
e to
the m
atch
ing
pictu
re.
3. dog can dig
72 Unit 4
© 2013 Core Knowledge Foundation
6. dog on mat
10. pet cat
9. zip it
7. mad cop
8. fat hog
Unit 4 73
© 2013 Core Knowledge Foundation
15.1Name
it pop fed get
on tip ad at
e
i
o
a
Dire
ction
s: H
ave s
tude
nts w
rite t
he w
ord
on th
e lin
e besi
de th
e cor
rect
vow
el so
und.
.
74 Unit 4
© 2013 Core Knowledge Foundation
hen pet tag cod
top fit gap in
e
i
o
a
Unit 4 75
© 2013 Core Knowledge Foundation
15.2Name
mop van hat
hen pig nap
Dire
ction
s: H
ave s
tude
nts w
rite e
ach
wor
d un
der t
he m
atch
ing
pictu
re.
76 Unit 4
© 2013 Core Knowledge Foundation
pan net cap
dig cop map
Unit 4 77
© 2013 Core Knowledge Foundation
15.3Name
Dear Family Member,
Your child is learning to read words printed in lowercase letters by saying individual sounds and blending them to read a word. Listed below are words your child should be able to read with practice. Please help your child cut out the word cards. Show the cards to your child and have him or her read them. Encourage your child to read the whole word at once.
The process of blending sounds to read words is challenging. If necessary, assist your child by saying the individual sounds and have your child repeat the sounds after you. Ask your child to say the whole word, i.e., to blend the sounds into a word.
Your child may practice letter formation by copying the words on another sheet of paper.
Please retain these cards in addition to the previous cards for future practice.
zip on in
hid nap at
hit men fog
him top pit
78 Unit 4
© 2013 Core Knowledge Foundation
Unit 4 79
© 2013 Core Knowledge Foundation
PP1Name
hip hen sad
zip nod pit
vet met dim
fog get can
Dire
ction
s: H
ave s
tude
nts c
ut o
ut th
e wor
d ca
rds a
nd p
lace
them
on
the m
atch
ing
wor
ds o
n W
orks
heet
PP2
.
80 Unit 4
© 2013 Core Knowledge Foundation
Unit 4 81
© 2013 Core Knowledge Foundation
PP2Name
pit dim can
sad hen hip
zip vet fog
nod met get
Dire
ction
s: H
ave s
tude
nts r
ead
the w
ord
card
s fro
m W
orks
heet
PP1
and
pla
ce th
em o
n to
p of
the m
atch
ing
wor
ds o
n th
is w
orks
heet
.
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PP3NameD
irecti
ons:
For e
ach
pictu
re, h
ave s
tude
nts c
ircle
the l
ette
rs th
at sp
ell th
e nam
e of t
he d
epict
ed it
em. S
tude
nts s
houl
d th
en
writ
e the
nam
e of t
he it
em o
n th
e lin
e.
vc
ea
dt
vh
ae
nd
hp
ei
nm
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ch
eo
pc
pg
oi
fg
pf
ie
hn
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PP4NameD
irecti
ons:
Hav
e stu
dent
s writ
e eac
h w
ord
unde
r the
mat
chin
g pi
cture
.
1. man
2. sit
3. van
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4. pet
5. dog
6. zip
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PP5Name
cat vet pot
pig tag hen
Dire
ction
s: H
ave s
tude
nts w
rite e
ach
wor
d un
der t
he m
atch
ing
pictu
re.
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ham fan mop
pen men zip
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PP6Name
1. sit on
2. cap and
3. pig
4. hot
5. hog and
6. on matDire
ction
s: H
ave s
tude
nts fi
ll in
the b
lank
s as t
he p
hras
es ar
e dict
ated
.
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© 2013 Core Knowledge Foundation
CORE KNOWLEDGE LANGUAGE ARTS
SERIES EDITOR-IN-CHIEF
E. D. Hirsch, Jr.
PRESIDENT
Linda Bevilacqua
EDITORIAL STAFF
Carolyn Gosse, Senior Editor - PreschoolKhara Turnbull, Materials Development ManagerMichelle L. Warner, Senior Editor - Listening & Learning
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ACKNOWLEDGMENTSThese materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already know the depth of our gratitude; others may be surprised to fi nd themselves thanked publicly for help they gave quietly and generously for the sake of the enterprise alone. To helpers named and unnamed we are deeply grateful.
CONTRIBUTORS TO EARLIER VERSIONS OF THESE MATERIALS
Susan B. Albaugh, Kazuko Ashizawa, Nancy Braier, Kathryn M. Cummings, Michelle De Groot, Diana Espinal, Mary E. Forbes, Michael L. Ford, Ted Hirsch, Danielle Knecht, James K. Lee, Diane Henry Leipzig, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson, Elizabeth B. Rasmussen, Laura Tortorelli, Rachael L. Shaw, Sivan B. Sherman, Miriam E. Vidaver, Catherine S. Whittington, Jeannette A. Williams
We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to the early development of this program.
SCHOOLS
We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to fi eld test these materials and for their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan), PS 104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy), Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jeff erson Classical Academy, Three Oaks Elementary, West Manor Elementary.
And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day support to teachers using these materials in their classrooms was critical.
92 Unit 4© 2013 Core Knowledge Foundation
CreditsEvery effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective owners. The references to trademarks and trade names given herein do not affect their validity.
All photographs are used under license from Shutterstock, Inc. unless otherwise noted.
illustrators and image sourCes
Cover: Shutterstock; Title Page: Shutterstock; Take Home Icon: Core Knowledge Staff; 1.1: Shutterstock; 2.1: Shutterstock; 2.2: Shutterstock; 3.1: Shutterstock; 4.1: Shutterstock; 4.2: Shutterstock; 5.1: Shutterstock; 6.1: Shutterstock; 7.4: Shutterstock; 8.1: Shutterstock; 9.1: Shutterstock; 11.1: Shutterstock; 11.5: Shutterstock; 13.2: Shutterstock; 13.3: Shutterstock; 14.2: Shutterstock; 14.3: Shutterstock; 15.2: Shutterstock; PP3: Shutterstock; PP4: Shutterstock; PP5: Shutterstock
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