Grade 2

Core Knowledge Language Arts® • New York Edition • Skills Strand

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Unit 1

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 Unit 1
Workbook
Skills Strand
GRADE 2
Core Knowledge Language Arts®
New York Edition
Creative Commons Licensing
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 Unit 1
Workbook

This workbook contains worksheets that accompany many of the lessons from the
Teacher Guide for Unit 1. Some of the worksheets in this book do not include written
instructions for the student because the instructions would have contained undecodable
words. The expectation is that teachers will explain these worksheets to the students
orally, using the guidelines in the Teacher Guide. The workbook is a student component,
which means each student should have a workbook.
Name 1.1
Kate Visits Nan
I’m Kate Skipp·er and last summ·er, when I was nine, my
mom and dad took me to vis·it my Nan. Nan is my mom’s mom.
She is an art·ist and she has a cab·in out in the West.
At the start of my vis·it with Nan, I was sad. It seemed like it
would be a dull summ·er. But in the end, I had a lot of fun.
I was sitt·ing in the kitch·en, patt·ing the cat that was sitt·ing
on my lap, when Nan came in.
“I just spoke with Jake,” she said. “He made us an off·er.”
“What sort of off·er?”
“He asked if we would like to camp with him and Max.”
“Who is Max?”
“Max is a kid. He’s nine, like you. Jake is his grand·dad.”
“What would we do?” I asked.
“Well, we would hike, look at
rocks, cook lunch and dinn·er
out·side, look at the stars, and sleep
in a tent.”
“Gee,” I said, “that sounds like
fun! When can we start?”
“To·morr·ow morn·ing!” Nan said.

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2 Unit 1
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Name 1.2
Kate Visits Nan
1. What is the story about?
A. The story is about Kate visiting Mom and Dad.
B. The story is about Kate visiting her granddad.
C. The story is about Kate visiting Nan.

2. Where does Nan live?

A. Nan lives in the glade.
B. Nan lives out in the West.
C. Nan lives by the pond.

3. What did Jake offer?

A. Jake offered a plane ride.
B. Jake offered a bike ride.
C. Jake offered a camping trip.

4. What will Kate do on the trip?

A. Kate will swing, slide, and run.
B. Kate will hike, cook outside, and sleep in a tent.
C. Kate will fly a kite.

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4 Unit 1
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Name 1.3
Dear Family Member,
It is exciting to start the school year—a warm welcome to you and
your child!

The purpose of this letter is to tell you about the reading program
your child will be using this year. The program, called Core Knowledge
Language Arts (CKLA), is an innovative set of instructional materials developed by the
Core Knowledge Foundation. If your child attended our school in either Kindergarten
or First Grade, he or she probably used CKLA for reading instruction in those grades.

CKLA consists of two types of instruction every day. The 60-minute Listening &
Learning Strand builds general knowledge, vocabulary, and other language skills.

The Skills Strand, also 60 minutes, uses a phonics-based approach to teach the
mechanics of reading and spelling. Students will also receive grammar and writing
instruction during this Strand.

During the early weeks of school, we will review the skills taught in First Grade.
This review period will also give us the opportunity to get to know your child better
so we can identify his or her particular areas of strength and weakness in reading and
writing. It is important that we determine exactly what level of instruction is most
appropriate for your child.

This week your child will bring home copies of a story we have read together in
class. We hope you will encourage your child to reread the stories aloud and discuss
them with you at home. However, if your child has difficulty reading the stories and
appears frustrated, please read the stories aloud to him or her. We will be observing
and assessing your child during these first few weeks to be sure that he or she is placed
in the appropriate level of instruction. Your child will be placed in the instructional
materials most appropriate for his or her learning needs. You will soon begin to see
more examples of class work, as well as homework, on a regular basis.

It is important that parents become involved in the education of their child. If you
would like information on ways to help your child at home, please do not hesitate to
contact me. You will continue to receive periodic family-member letters that will give
you tips and activities to do with your child. I look forward to teaching your child this
year as we continue using CKLA in our Second-Grade classes.

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Name 2.1
The Campsite
Jake came and picked us up in his jeep. We drove to a
camp·site in the Bad·lands.
“Nan,” I said, “what’s up with that name—the Bad·lands?”
“Well,” said Nan, “leg·end has it that a long time back, farm·ers
came out here look·ing for farm·land. When they saw all of the rocks
and sand and stone, they said, ‘This is bad land! We can’t plant crops
here!’ And the name Bad·lands just sort of stuck.”
“It’s bad land for farm·ing,” said Jake. “But it’s good land for
camp·ing!”
When we got to the camp·site, we had to un·pack sleep·ing bags,
tents, lan·terns, match·es, and lots of food. We lugged it all to the
camp·site.
Jake chose a spot to set up camp. Max and I helped set up the
tents. It took us a long time.
For dinn·er we had hot dogs. We stuck them on sticks and held
them in the fire. My hot dog got all black be·cause I left it in there
too long. Max gave
me one of his.
That was when
I said to my·self,
“This Max kid is
O.K.!”

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8 Unit 1
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Name 2.2
The Campsite
1. Who drove the jeep to the campsite?
A. Nan drove the jeep to the campsite.
B. Kate drove the jeep to the campsite.
C. Jake drove the jeep to the campsite.

2. Why was the place called the Badlands?

A. Bad people lived there.
B. Bad land is not good for crops.
C. Bad land is bad for camping.

3. Who set up the tent?

A. Jake and Nan set up the tent.
B. Kate and Nan set up the tent.
C. Max and Kate set up the tent.

4. Why did Kate’s hot dog get black?

A. Kate left her hot dog in the fire too long.
B. Kate dropped her hot dog in the black mud.
C. Kate’s hot dog fell in the ashes.

5. In the end, what did Kate think of Max?

A. Kate felt that Max was mad at her.
B. Kate felt that Max was sad.
C. Kate felt that Max was O.K.!

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10 Unit 1
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Name 3.1
The Hike
The next morn·ing, we went on a hike. Af·ter a bit, we stopped
for lunch.
When Max fin·ished his lunch, he asked, “Can Kate and I look
for rocks by our·selves?”
Jake said O.K.
“Kate,” Max said to me, “bring your fork. We can use it to dig up rocks.”
I grabbed my fork and we went off to look for rocks.
Max point·ed at a bump on the side of a cliff and said, “Let’s dig that rock
out!”
The rock did not look all that large. But when we start·ed digg·ing, we soon
saw that it was larg·er than it had seemed.
Af·ter a bit, Max said, “Gee! It must be two feet long! We’ve got to keep
scratch·ing.”
We went on scratch·ing with
our forks.
“Let’s tug on it!” Max said.
We grabbed it and gave a big
tug.
It popped out. But so did a big
cloud of sand and dust. Max and I
fell down.
Once the dust and sand had
drift·ed off, I saw Max stand·ing
there with the thing in his hands.
“It’s not a rock!” he yelled. “It’s
a bone!”
It was the bigg·est bone I had
ev·er seen. It was three feet long!
Jake and Nan came runn·ing.
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 “Good·ness!” said Nan. “That is one large bone! Where did you get it?”
Max point·ed to the spot where we found it.
Jake set the bone on the ground. Then he took a pic·ture of the bone and
said, “We need to get an ex·pert to look at this bone and tell us what sort of
bone it is.”

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Name 3.2
The Hike
1. What did Kate and Max want to look for?
A. Kate and Max wanted to look for lunch.
B. Kate and Max wanted to look for forks.
C. Kate and Max wanted to look for rocks.

2. What did Kate and Max use to dig?

A. Kate and Max used lanterns to dig.
B. Kate and Max used forks to dig.
C. Kate and Max used sticks to dig.

3. What did Max see on the side of a cliff?

A. Max saw a tent on the side of the cliff.
B. Max saw a fork on the side of the cliff.
C. Max saw a rock on the side of a cliff.

4. What did Kate and Max do with their forks?

A. They made fork tracks in the sand.
B. They scratched and dug to get the rock.
C. They sat on their forks.

5. What did Kate and Max find?

A. Kate and Max got a bone three feet long.
B. Kate and Max got a stick three feet long.
C. Kate and Max got a fork three feet long.

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Name 4.1
The Bone Man
The next morn·ing, Jake said, “I just had a chat
with a man from State Coll·ege. His name is Ron Fitch
and he is an ex·pert on bones.
He has writt·en lots of books.
If we bring him the bone, he
can tell us what sort of bone
it is.”
We got in·to the jeep.
Jake said that I was in charge
of the bone. I wrapped it up
and set it on my lap.
When we got to the
coll·ege, we gave the bone
man the bone. When he saw
it, he broke in·to a big grin.
The bone man bent down
and said, “Kids, I could
be wrong, but it looks like
you’ve found some·thing big
here! I have to do some tests,
but I’ll bet this is a bone of a
T. rex.”
“What’s a T. rex?” I
asked.
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 “Kate!” Max said, “T. rex is like the cool·est, big·gest, badd·est
rep·tile of all time!”
The next week, Nan said, “I just spoke with Ron Fitch, the
bone man. I have three nice things to tell you. One nice thing is
that you and Max found a T. rex bone!”
“Yip·pee!” I shout·ed. “Max will be so thrilled that he has a T.
rex bone!”
“The next nice thing is that you found the bone in a state park
and there is a law that says if you dig up bones you can’t keep them
for your·self.”
“Who keeps it?” I asked.
“The state will keep it and Mister Fitch and his helpers will dig
up the rest of the bones, too. And that brings me to the last nice
thing. They would like for you and Max to vis·it them at the cliff.
They would like for the two of you to pick out a name for the T.
rex you found.”
“So cool!” I said.

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Name 4.2
The Bone Man
1. Where were Jake, Kate, and Max going in this story?
A. They were going to State College.
B. They were going swimming.
C. They were going to the store.

2. What did they take to Ron Fitch?

A. They took a rock.
B. They took a reptile.
C. They took a bone.

3. What did Ron Fitch think Kate and Max had?

A. Mister Fitch said he bet they had a big fork.
B. Mister Fitch said he bet they had some tests.
C. Mister Fitch said he bet they had a T. rex bone.

4. What was one of the three nice things Nan had to tell Kate?
A. Nan said that forks were on sale.
B. Nan said that Kate and Max did get a T. rex bone.
C. Nan said that Kate and Max could get a pet reptile.

5. Where will Kate and Max go because of what they found?

A. They will go visit a college.
B. They will go to the campsite.
C. They will go out to the cliff.

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Name 5.1
The Big Dig
When we went back to the cliff, the bone man was there with
some help·ers. They had scraped the side of the cliff to ex·pose a lot
of the T. rex.
“So, will you dig out all of the bones here on site?” asked Nan.
“No,” said the bone man. “The next step will be to cut this cliff up in·to
large blocks of rock. Then we will wrap the blocks up in plast·er. The plast·er
will keep the bones from crack·ing. Then we will use a large crane to set the
blocks on trucks. Then the trucks will take them to my lab. Once the blocks are
there, we will start digg·ing the bones out of the blocks.”
“What sort of tools do you use for that?” asked Nan.
“We use tools a lot like the ones den·tists use on teeth—brush·es and sharp
picks.”
“Kate and I used forks!” said Max.
“How long will it take to get all of the bones out of the rocks?” Jake asked.
“Well,” said the bone man. “We’ve got a lot to do. It will take some time.”
“Will you be fin·ished by the end
of the summ·er?” I asked.
“No,” said the bone man. “You
and Max will have to vis·it next
summ·er and per·haps the summ·er
af·ter that.”
“So,” said the bone man, “have
you kids picked out a name for this T.
rex?”
“Yes, I’ve picked one,” I said.
All of the digg·ers stopped
digg·ing and looked at me.
I said, “This T. rex will be named
Max, or if you like, T. Max!”
All of the men cheered.
Max and Kate smiled.
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Name 5.2
The Big Dig
1. Why did Nan, Kate, and Max go to the cliff?
A. They went to the cliff to have lunch.
B. They went to the cliff to swim.
C. They went to see the bone man and his helpers.

2. Why did the bone man take helpers to the cliff?

A. They all wanted to go camping.
B. They all went to cut the cliff into big blocks of rock.
C. They all wanted to have a picnic.

3. What will the bone man do with the plaster?

A. He will wrap the blocks of rock in plaster.
B. He will make a crane out of plaster.
C. He will fill the jeep with plaster.

4. When did the bone man say he would finish the T. rex job?
A. The bone man said, “I will finish today.”
B. The bone man said, “I will finish in June.”
C. The bone man said, “Next summer and perhaps the summer after
that.”

5. What name did Kate have for the T. rex?

A. The name Kate gave the T. rex is Ron.
B. The name Kate gave the T. rex is T.Max.
C. The name Kate gave the T. rex is Jake.

6. At the end of the story, did Max smile with pride?

A. Yes, Max did smile with pride.
B. No, Max did not smile with pride.

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Name 6.1
Snacks

Six kids sat and had a snack.

Rob had six fish sticks.
Bud had ham.
Beth had a bag of chips and a glass of milk.
Rich had fish sticks and figs.
Jill had a hot dog.
Sam had six eggs.
Sam got sick.
The rest of the kids did not.

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24 Unit 1
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Name 6.2
Snacks

1. What was Bud’s snack?

A. fish sticks
B. chips and milk
C. ham

2. What was Sam’s snack?

A. eggs
B. fish sticks
C. ham

3. What was Beth’s snack?

A. chips and milk
B. fish sticks and figs
C. a hot dog

4. Which kid had chips?

A. Beth
B. Rob
C. Bud

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 5. Which kid had milk?
A. Sam
B. Beth
C. Jill

6. Which kid had figs?

A. Beth
B. Jill
C. Rich

7. Which kids had fish sticks?

A. Rich and Beth
B. Rob and Rich
C. Rob and Bud

8. Which kid got sick?

A. Rich
B. Beth
C. Sam

26 Unit 1
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 Directions: Have students choose the correct word from the word box and write it in the blanks to make a compound word. Cut
out the compound word box and glue it under the correct picture on the next workbook page.
Name

pack
bug

bed_______

lady_______
back_______
shine
corn
time

sun_______
pan_______

pop_______
cake

© 2013 Core Knowledge Foundation

Unit 1
6.3

27
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Name 6.4

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Name 7.1
Prince Vincent
Once there was a prince named Vincent. Vincent came from
France. He was a proud man with a loud voice.

Once, a bee stung Vincent on his cheek.

“Ouch!” said Vincent, grabbing his cheek. “What bee has stung
me? What bee would dare to sting me?”

The bee buzzed.

“Look at me!” Vincent shouted at the bee. “I am the prince of

France! You are a foolish bee if you think you can sting a prince like
me!”

The bee buzzed off.

Vincent ran after the bee. He shouted in his loudest voice, “You
will not escape from me, bee! I will ride after you on my horse!”

Vincent got his helmet and his lance. He got up on his horse.
Then he rode off on his quest for the bee.

Vincent rode north and south. He rode past rivers and lakes. He
looked for the bee in houses. He looked for the bee on farms. He
looked for the bee up in trees and down in holes.

But he never found the bee.

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32 Unit 1
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Name 7.2
Prince Vincent
1. What was Vincent?
A. a prince
B. a king
C. a princess

2. Where was Vincent from?

A. Rome
B. Greece
C. France

3. What sort of voice did Vincent have?

A. a loud voice
B. a soft voice
C. a bee-like voice

4. Which part of Vincent did the bee sting?

A. his leg
B. his nose
C. his cheek

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 5. What sound did the bee make?
A. whoosh
B. hum
C. buzz

6. What did Vincent tell the bee?

A. Sting me again!
B. Buzz off!
C. Look at me!

7. Where did Vincent look for the bee?

A. in houses and on farms
B. under a rock
C. in an insect shop

8. What happened in the end?

A. Vincent killed the bee.
B. The bee killed Vincent.
C. Vincent never found the bee.

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Name
Directions: Have students look at the picture and write about what is happening on the lines below. Ask students to write at least
7.3

_______________________________________
_______________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
5 sentences.

_________________________________________________
________________________________________________
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36 Unit 1
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Name 7.4
I like to eat _____________________
Directions: Have students draw their favorite things to eat and write about them on the lines provided below the picture.

_______________________________________
_______________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
________________________________________________
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38 Unit 1
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Name 7.5
Word Reading Test Record Sheet
Cumulative
Words Words
Correct Correct
1. cat hot run jet wax
CVC words w/
single-letter 2. zip kid bad fog hum
3. man vet fig yes lip /15 /15

CCVC, CVCC, 4. brag grab stop spit flap

CCVCC
consonant 5. drip clip dust send left
clusters 6. taps dogs crust print crabs /15 /30

Consonant 7. that song thin fill shed

digraphs
8. chop sack mess stuff quiz /10 /40

9. the to a of was
10. you said they would are
Tricky Words
11. have who one from there
12. were two your their any /20 /60

Vowel digraphs, 13. name fine cheek home cute

diphthongs, and 14. loud book oil soon law
r-controlled
15. her fork card filled helped /15 /75

Spelling alt.
16. whip cent honk germ dance
for consonant
sounds 17. large knot rinse serve itch /10 /85

More spelling alt. 18. sold we snow aim fight

for long vowel 19. funny reach fry may ski
sounds
20. bunnies making blind Pete road /15 /100

More spelling alt.

21. along work mother more done
for schwa vowel
sounds 22. apple action hurt animal bird /10 /110

More spelling alt. 23. wall now push head fault

for vowel sounds
24. new unit boy early student /10 /120

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40 Unit 1
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Name 8.1
The Beach
Last Sunday David and Eve went to
the beach.
It was a sunny day. It got hotter and
hotter. At last it was ninety-five degrees.
Eve laid out a blanket. Then she got out her sunscreen. She
rubbed the white cream on her back. She rubbed it on her arms and
her legs. She rubbed it on her nose and her cheeks. She even rubbed
it on her elbows and her toes.
“David,” she said, “would you like some sunscreen?”
“No, thanks,” said David. “I’ll be okay without it.” Then he ran
off to play soccer.
David played soccer. He tossed a Frisbee. He ran a relay race. He
rowed a boat. He swam. He splashed in the waves. He went diving
for shells. He made a scarf out of seaweed. Then he lay down and
took a nap.
All this time the sun was shining brightly. Rays of sunlight were
landing on David’s arms and legs.
At last the daylight faded. David was set to go home. But when
he got up, he felt some pain on his legs. He looked down. His body
was as red as a lobster. His thighs looked like two roasted hams. His
toes looked like ten bright red pigs running on the sand.
“EEK!” cried David. “I’m fried! I should have used Eve’s
sunscreen!”
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Name 8.2
The Beach
1. Where did this story take place?
A. at the beach
B. at the pool
C. at the lake

2. What sort of day was it?

A. hot and sunny
B. cool and cloudy
C. windy and wet

3. Who ended up red as a lobster?

A. Eve
B. David
C. The nice ladies

4. Who used sunscreen?

A. David
B. Eve
C. Eve and David

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 5. What did David use to make a scarf?
A. sand
B. sunscreen
C. seaweed

6. What did David’s toes look like at the end of the day?
A. ten green frogs
B. ten red pigs
C. ten sandy logs

7. Which game did David play?

A. Frisbee
B. sand hockey
C. lawn darts

8. What made David’s skin red?

A. the sun
B. the sand
C. the waves

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Name 8.3
1. Draw black hair.
2. Draw a smile and make it red.
3. Draw a nose.
4. Draw a shirt.
5. Make the shirt green.
6. Draw pants and make them black.
7. Draw a dog.
8. Make the dog black.
9. Draw a sun and make it big.
10. Draw three birds.
11. Draw grass and make it green.
Directions: Have students follow the directions to complete the picture below.

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46 Unit 1
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 Directions: Tell students to read and cut out each of the word boxes below. Ask students to find that picture on Worksheet 8.5 and
paste it in the space below the picture it identifies.
Name

girl

bird

spoon
cake

sock

slide
car

sheep

house

© 2013 Core Knowledge Foundation

Unit 1
8.4

47
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Name 8.5

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Name 9.1
Sink or Float
It was the first Thursday of summer vacation. It was hot. Joey Jenkins and
his younger brother Pete were sitting by the pool trying to stay cool. Pete had
his ankles and toes in the water.
“Hey Pete,” Joey shouted at his little brother, “let’s play sink or float.”
“How do you play?” asked Pete.
“First I go and find something,” explained Joey. “Then I ask you if you
think it will sink or float. Then I throw it in the pool and we find out if you
were right or wrong.”
“Okay,” replied Pete.
Joey ran to the garage and got a brass key.

“That must be pretty heavy,” said Pete. “I say it’s going to sink for sure!”
Joey tossed the key in the pool. It sank below the surface in an instant.
“Okay, little brother,” said Joey, “you won that one. Do you want to play
again?”
Pete nodded his head.
Joey sprinted up to the house and got an apple from the boys’ mom.
“I predict that will float,” said Pete.
Joey tossed the apple in the pool and, sure enough, it bobbed and floated
on top of the water.
Joey ran over to the woods and picked up an acorn that was lying beneath a
towering old oak tree.
“Gee,” said Pete. “That’s a tough one. An acorn might sink, but then again,
it might float.”

Unit 1 51
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 “Sink or float?” said Joey. “I need a decision now!”
“Um, I guess it will sink,” Pete said.
Joey tossed the acorn in the pool. It bobbed and floated on top of the water
right next to the apple.
“Ha, ha! You lose!” Joey cried.
Joey ran into the house and got a plastic model airplane he had built.

“Sink or float?” he asked.

“Sink!” said Pete.
Joey set the airplane ever so gently on the surface of the water. At first it
looked like the airplane was floating.
“Ha, ha!” said Joey. “It floats! You lose again!”
“Not so fast!” said Pete. He thumped the water with both of his feet and
made a gigantic wave. The wave went crashing over the airplane. The airplane
filled with water and began sinking.
“It sinks!” said Pete, smiling. “So I win!”
“No fair!” said Joey. “That’s cheating!”

52 Unit 1
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Name 9.2
Sink or Float
1. When does the story take place?
A. winter
B. summer
C. fall

2. Which boy is older?

A. Joey
B. Pete
C. They are the same age.

3. Which game do the boys play?

A. Sink or Float
B. Splash Bomb
C. Water Polo

4. Which boy sets things on top of the water?

A. Joey
B. Pete
C. They take turns

Unit 1 53
© 2013 Core Knowledge Foundation
 5. Which boy guesses whether the things will sink or float?
A. Joey
B. Pete
C. They take turns

6. Which of the things listed below sinks?

A. apple
B. acorn
C. key

7. Who sets the airplane on the water?

A. Joey
B. Pete
C. the boys’ mom

8. Who makes the wave that makes the airplane sink?

A. Joey
B. Pete
C. the boys’ mom

54 Unit 1
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Name 9.3
Kate had a fun time at the park. The sun was hot. The
park had lots of trees. She got on the swings and slide.
Directions: Have students read the paragraph and illustrate what is happening. Remind students to pay close attention to

She saw her pals Meg and Dan. It was fun to have hot
dogs and chips when it was time for lunch.
everything mentioned in the paragraph.

Unit 1 55
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56 Unit 1
© 2013 Core Knowledge Foundation
 1. Directions: Talk about the compound word “pancake” and why it is called a “pancake.” Have students look at the first picture
and tell students this will be a very “silly” word we can call a nonsense word. Ask students to guess what the word might be by
Name

looking at the picture (birdcake).

2. Directions: Talk about the first silly compound word (bootcake). Tell students to draw what a “bootcake” might look like!
Students should then draw a “foxcake.” Instruct students to turn the paper on the back and make up compound words and
illustrate them.

foxcake
bootcake

© 2013 Core Knowledge Foundation

Unit 1
9.4

57
 _____cake

_____cake

_____cake

58 Unit 1
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Name 10.1
Best Pals
Directions: Students should draw and color a self-portrait with a “best pal” and write a short story about things they do together.

_______________________________________
_______________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
________________________________________________
Unit 1 59
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 Dan got a dog at the pet shop. It was a big black dog.
Dan got the dog three bones. He gave the dog a name. It
Directions: Ask students to read the paragraph and draw a picture in the box. Remind students to include everything in the

was Duke. Duke had a dog bed in the yard. The dog bed
was red. Duke had fun when Dan pitched a stick to him.
Dan likes his dog.
picture that he or she read about in the story.

60 Unit 1
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Name 10.2

Shake my hand.
Directions: Have students illustrate the phrases in the boxes beside the phrases.

Jump the rope.

Toot the horn.

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 Brush the dog.

Sweep the room.

Rake the yard.

62 Unit 1
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Name 11.1

Spelling Words
1. bandit

2. shelf

3. sprang

4. munch

5. picnic

6. think

7. wish

8. drift

9. box

10. Tricky Word: she

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64 Unit 1
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Name 11.2
Dear Family Member,
Each week, your child will receive a new list of spelling words. The
purpose of having weekly spelling words is to help students become
strong spellers and allow them to practice at home the skills learned
during Core Knowledge Language Arts.
Your child will receive the spelling words at the beginning of the week and will be
assessed on the words at the end of the week. The spelling words come from stories
your child reads in class. By reading the stories and practicing the spelling words at
home each night, your child should be well prepared for the spelling test on Friday.
There are 10 words each week. The words cover only the spellings that have been
reviewed and taught in class, meaning your child will only work with and be tested
on familiar spellings. Spelling word number 10 is a Tricky Word and is marked in a
special way. A Tricky Word does not follow the expected spelling rules. This means
Tricky Words cannot be reliably sounded out and spelled, so its spelling must be
memorized. Tricky Words are also taught and reviewed in class.
I encourage you to work with your child each night to review the spelling words for
5–10 minutes. The activities can be fun and need to involve having your child write
the word. Here are a few activity ideas:
• Say a sentence with the spelling word, but leave the spelling word out. For
example, you might say, “The broke into my house.” Your child should
guess the word “bandit” and then write the word.
• Create spelling word flash cards. After reading the word on a flash card, your
child can turn over the card and write the word from memory on the back.
• Have a spelling bee at home, asking your child to both spell the words to you
orally and write them.
• Ask your child to write each word in a short sentence, or write a story with the
words.
• Act out or draw a picture of the words; have your child guess the word and then
write it down.
The spelling words for this week are on Worksheet 11.1. Again, please note word
number 10 is a Tricky Word, so we have marked it in a special way.
If you have any questions, please do not hesitate to contact me.

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66 Unit 1
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Name 12.1

The Chicken Nugget


Directions: Have students number the sentences in the correct order, then cut and paste them on Worksheet 12.2.

The cat bandit ran, hopping

from box to box.


The cat bandit sat a bit,

thinking up a plan.


Hank set his dish in the sink.

Then—munch, munch, munch—that was

the end of the chicken nugget.


The smell of chicken drifted up from

the dish into the den.

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68 Unit 1
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Name 12.2

The Chicken Nugget

1.

2.

3.

4.

5.

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70 Unit 1
© 2013 Core Knowledge Foundation
Name 12.3
Dear Family Member,
Have your child read the story to you and decide which Tricky Word
should be used to fill in the blank. After the Tricky Words are all filled
in, have your child read the story to you once more.

the a he she be

Mom had __________ hot dog. __________ left

__________ hot dog on a shelf in the den. It would

__________ safe sitting there. The cat bandit

smelled the hot dog smell. Mmm! The cat bandit

sat on the deck, wishing __________ had a snack.

Then—munch, munch, munch—the cat bandit

had himself a picnic lunch.

Unit 1 71
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72 Unit 1
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 Directions: Have students complete the chart by adding the suffix –ing and doubling the last consonant spelling if it is one
syllable, has a short vowel sound, and ends in a single consonant.
Name

sit
sip
rub

run
dab

win
chat
drift
hum

shop
chop
swim

munch
rubbing

© 2013 Core Knowledge Foundation

Unit 1
13.1

73
74 Unit 1
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Name 13.2

The Chicken Nugget

Directions: Have students answer the multiple-choice questions by circling the correct answer. Answer question 4 using a complete

1. Hank set his dish in the __________.

A. sink
B. deck
C. den

2. On the dish was a __________.

A. hot dog
B. chicken nugget
C. bun

3. The cat bandit set a ________ next to the sink.

A. box
B. mat
C. rug

4. What was the cat bandit doing?

sentence.

Unit 1 75
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76 Unit 1
© 2013 Core Knowledge Foundation
 Directions: Have students look in the story “The Chicken Nugget” to find one- and two-syllable words to write in the chart. For
the words below the box, have students rewrite each word adding the suffix –ing to each.
Name

run

nap
hop

think
munch
1
2
The Chicken Nugget

© 2013 Core Knowledge Foundation

Unit 1
13.3

77
78 Unit 1
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Name 13.4
Dear Family Member,
This is a story your child has read at school. Encourage your child
to read the story to you. Then talk about it together.

The Hot Dog

Mom had a hot dog.

She left the hot dog on a shelf in the den.

The hot dog sent up a smell.

The smell drifted and drifted.

The cat bandit sat on the deck, wishing he

had a snack.

Then the hot dog smell hit him.

Such a smell!

Sniff, sniff, sniff!

The cat bandit ran in the den.

He spotted the hot dog up on the shelf.

He got up on a bench.

Then he sprang up on the TV set.

Then, with a big jump, he sprang up and

landed on the shelf.

Then—munch, munch, munch—the cat

bandit had himself a picnic lunch.

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80 Unit 1
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Name
Directions: Have students circle the ‘g’ in each word. Next, have students read each sentence and write the word with the tricky
14.1

/g/ /j/
got
g gem
1 2
gum tragic
spelling ‘g’ under the heading “got” if the tricky spelling is pronounced /g/ or “gem” if it is pronounced /j/.

big legend
/g/ /j/
got gem
1. He did a magic trick.
magic
2. This fish has gills.

3. Dad is the best at golf.

4. The cat is in a cage.

5. Brr! That pond was

frigid!
6. A present is a gift.

7. Mom had a stick of

gum.

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82 Unit 1
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Name 15.1

Spelling Test
1. ___________________________________

2. ___________________________________

3. ___________________________________

4. ___________________________________

5. ___________________________________

6. ___________________________________

7. ___________________________________

8. ___________________________________

9. ___________________________________

10. ___________________________________

 _____________________________________

_____________________________________

Unit 1 83
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84 Unit 1
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Name 15.2

/k/ /s/
Directions: Have students circle the ‘c’ in each word. Then, read each sentence and write the word with the tricky spelling ‘c’

can
c cent
1 2
cap citrus
cot cell
under the heading “can” if the tricky spelling is pronounced /k/ or “cent” if it is pronounced /s/.

/k/ /s/
can cent
1. The king got the
princess a kitten. princess
2. We slept in a cabin.

3. As the band was

singing, she was
dancing.
4. Mom swept up the
dust and cobwebs.
5. Fill up that cup.

6. He had six chances

to stop.
7. Liz spotted a skunk
at camp.
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86 Unit 1
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Name 16.1
Dear Family Member,
Once again this week, your child has a new list of spelling words.
The purpose of having weekly spelling words is to help students
become strong spellers and allow them to practice at home the skills
learned during Core Knowledge Language Arts. Additionally, this helps
children to develop independence as they begin to take responsibility for their own
learning.
Your child will receive the spelling words at the beginning of the week and will be
tested on the words at the end of the week. By practicing the spelling words at home
each night, your child should be well prepared for the spelling test.
I encourage you to work with your child each night 5–10 minutes to review the
spelling words. If you would like to practice the way we take the test at school:
For each word, I read it once, say it in a sentence, and say the word again. We go
through the whole list in this way. Then, I go back through and call each word one
last time so the children can review them. I also call out a phrase. The children do not
know this phrase in advance. They write this phrase on the test. Then, I ask students
to correct their own paper as I demonstrate the correct spelling for each word. I ask
them to correct their paper by writing the correct spelling above the word. It is okay
for students to make mistakes; the important thing is to learn from their mistakes.
The spelling words for this week are on Worksheet 16.2. Again, please note the
word how, number 10, is a Tricky Word, so we have marked it in a special way.
I know you have busy lives and you must fit in homework wherever you can. Any
practice will help your child to become a better reader and speller. Your child will
continue to bring home stories that we have read in class later this week. We will
continue this practice throughout the year. Please have your child read the story to you
and then talk about it together. Remember this practice can take place anywhere.
As always, please do not hesitate to contact me if you have any questions.

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88 Unit 1
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Name 16.2

Spelling Words
1. snacking

2. mixing

3. smelling

4. running

5. kissing

6. buzzing

7. hitting

8. until

9. problem

10. Tricky Word: how

Unit 1 89
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90 Unit 1
© 2013 Core Knowledge Foundation
 Directions: For each picture, have students circle the letters that spell the name of the depicted item. Students should then write
the name of the item on the line.
Name

k
k

n
w

kn

qu
wr

kn

wr i
wr i
qu a

r u
i
i

a
e
a

o
o
ee

t
l

s
i
t
s

t
t
p

t
s
ck
ed
t

ck
d
wrap

© 2013 Core Knowledge Foundation

Unit 1
16.3

91
 f e ch
v i sh

d w e ss
b r a z

ch i ck
th u n

p o s
b u n

f e ll
b i d

kn a d
m o t

92 Unit 1
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Name 17.1

/j/ /v/

jumping vast
Directions: Have students read and circle the spelling in each word that stands for the sound printed above.

magic twelve

plunge shelves

lunge having

jacket visit

jet solve

legend vet

hinge elves

Unit 1 93
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94 Unit 1
© 2013 Core Knowledge Foundation
Name 17.2
Dear Family Member,
This is a story your child has read at school. Encourage your child
to read the story to you. Then talk about it together.

The Ham
Mom left a pink ham sitting in a big black
pan.

The cat bandit was resting on a quilt when

he got a whiff of the ham.

What was that smell?

It was ham!

Where was the ham?

The cat bandit set off, sniffing as he went.

He went on sniffing until he spotted the

ham.

But the ham was up on top.

How was he to get it down?

That was the problem.

Unit 1 95
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 The cat bandit ran to the closet and got a
belt.

Then he ran to the shed and got a strong

magnet.

He stuck the magnet on the end of the

belt.

The magnet stuck to the belt.

Then the cat bandit swung the belt.

Clang! The magnet on the end of the belt

hit the pan.

It stuck to the pan.

In a flash, the cat bandit was tugging on

the belt.

Tug, tug, tug!

Yank, yank, yank!

At last, the pan slid off.

It fell down and landed with a clang.

Then—munch, munch, munch—that was

the end of the ham.

96 Unit 1
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Name 17.3

Tricky Words
Family Member Instructions: Have your child read the words in the box and then use them to fill in the blanks. After all the

how down do why where

from of was what

The cat bandit _____________ resting on

a quilt when he got a whiff _____________
the ham. _____________ was that smell? It
was ham! _____________ was the ham? The
cat bandit set off _____________ the quilt.
He went on sniffing until he spotted the ham.
blanks have been completed, read the story.

_____________ was the ham up on top?

____________ could he get it _____________?
What could he _____________? That was the
problem.
Unit 1 97
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98 Unit 1
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Name 18.1

/s/ /ch/

pockets itch
Directions: Have students read and circle the spelling in each word that stands for the sound printed above.

tense catchy

miss batch

chance rematch

sudden stretching

cell butcher

cent pitcher

prince stitch

Unit 1 99
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100 Unit 1
© 2013 Core Knowledge Foundation
Name 18.2
Dear Family Member,
This is a story your child has read at school. Encourage your child
to read the story to you. Then talk about it together.

The Chicken Nugget

Hank set his dish in the sink.

He left a big chicken nugget on the dish.

The nugget was still hot.

The smell of chicken drifted up from the sink.

It drifted into the den.

The cat bandit was napping in the den.

But he was sniffing as he slept.

Sniff, sniff, sniff!

The cat bandit sprang up.

He ran in and spotted the nugget in the sink.

Unit 1 101
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 He sat a bit, thinking up a plan.

Then he went to the closet and got a bunch of

boxes.

He set up a box.

Then he set a big box next to that box.

Then he set the biggest box next to the sink.

The cat bandit set off running.

He ran up the boxes, hopping from box to box.

Then—munch, munch, munch—that was the

end of the chicken nugget.

102 Unit 1
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Name 19.1

landed quacked flapped spotted

tossed grabbed crammed jogged
Directions: Have students sort the ‘ed’ words based on how the ending is pronounced and read the story at the end.

/e/ + /d/ /d/ /t/

acted filled asked
landed
__________ __________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________
__________ __________ __________

Cal was at the pond, having a muffin. A duck landed in the

pond. The duck quacked and flapped its wings. Cal spotted the
duck and tossed it a bit of muffin. The duck grabbed the muffin
and swam off. Cal crammed the rest of the muffin in the trash.
Then off he jogged.

Unit 1 103
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104 Unit 1
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Name 19.2

The Milk
1. Where did Beth set the glass of milk?
Directions: Have students circle the correct answer for 1 and 2, and write complete sentences for questions 3 and 4.

A. in the sink
B. on the box
C. on the deck

2. What did the cat bandit get that was Dad’s?

A. his belt
B. his pants
C. his string

3. What did the cat bandit do when he jumped off the shed?
________________________________________________
________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
4. What 3 things did the cat bandit knock off the string?
________________________________________________
________________________________________________
___________________________________________________________
___________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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106 Unit 1
© 2013 Core Knowledge Foundation
Name 20.1

Spelling Test
1. ___________________________________

2. ___________________________________

3. ___________________________________

4. ___________________________________

5. ___________________________________

6. ___________________________________

7. ___________________________________

8. ___________________________________

9. ___________________________________

10. ___________________________________

 _____________________________________

_____________________________________

Unit 1 107
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108 Unit 1
© 2013 Core Knowledge Foundation
 Directions: Have students circle the ‘s’ in each word. Then, have students read each sentence and write the word with the tricky
spelling ‘s’ under the heading “cats” if the tricky spelling is pronounced /s/ or “dogs” if it is pronounced /z/.
Name

6.
4.
1.
pig.
/s/

dust.
sun
cats
dots

basket.
3. Will he visit?
1

2. Ben can swim.

5. He did it himself.
The cat got in the

Kevin will mop and

He handed me his pet
s
/s/
cats
2

is

his
/z/
/z/

dogs
runs
dogs

© 2013 Core Knowledge Foundation

20.2

Unit 1 109
110 Unit 1
© 2013 Core Knowledge Foundation
Name 21.1

Spelling Words
1. sand

2. sang

3. sank

4. hunt

5. hung

6. hunk

7. thin

8. thing

9. think

10. Tricky Word: should

Unit 1 111
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112 Unit 1
© 2013 Core Knowledge Foundation
Name 21.2
Dear Family Member,
Once again this week, your child has a new list of spelling words.
The purpose of having weekly spelling words is to help students
become strong spellers and allow them to practice at home the skills
learned during Core Knowledge Language Arts.
Your child will receive the spelling words at the beginning of the week and will be
tested on the words on Friday. By reading stories and practicing the spelling words at
home each night, your child should be well prepared for the spelling test.
I encourage you to work with your child each night to review the spelling words for
5–10 minutes. If you would like, you can practice spelling words in the same way that
students take the spelling test. I read each word once, say it in a sentence, and then
say the word once more. Next, I go back through and say each word one last time so
the children can review their spellings. I also call out a phrase that uses words students
can sound out on their own. The children do not know this phrase in advance. They
will write this phrase on the test. Finally, students correct their own papers as I write
the correct spellings on the board. Students correct their papers by writing the correct
spelling above the word. It is okay for students to make mistakes; the important thing
is that students learn from their mistakes.
The spelling words for this week are on Worksheet 21.1. Again, please note that
number 10, should, is a Tricky Word, so we have marked it in a special way.
Later this week, your child will bring home another story we have read in class. We
will continue this practice throughout the year. Please have your child read the story
to you and then talk about it together. Remember any practice and guidance you can
provide will help your child become a better reader and speller.
As always, please do not hesitate to contact me if you have any questions.

Unit 1 113
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114 Unit 1
© 2013 Core Knowledge Foundation
Name 21.3
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.
Then the bandit sat on one end of the plank.
He slid the rock off the bench.
The rock fell and landed on one end of the plank.
Smack!
The end of the plank the rock fell on went down fast.
But the end of the plank the cat bandit was sitting on shot up,
and the cat bandit shot up with it.
Whiz!
The cat bandit went zipping up.
The cat bandit did a flip and landed on top of the shelf.
Slash! The bandit cut a big gash in the bag.
Then—crunch, crunch, crunch—that was the end of the chips.
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116 Unit 1
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Name 21.4
The Chips
1. Where did Mom set the chips?
A. on the deck
B. on the bench in the kitchen
C. on the top shelf in the kitchen

2. Where did the cat bandit set the rock?

________________________________________________
________________________________________________
________________________________________________
3. Where did the cat bandit set the plank?
________________________________________________
________________________________________________
________________________________________________
4. What happened to the cat bandit when the rock hit the
plank?
________________________________________________
Directions: Have students answer the questions.

________________________________________________
________________________________________________
5. Where did the cat bandit end up?
A. on the top shelf
B. in the den
C. on the bed

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118 Unit 1
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Name 22.1
The Catfish
1. What did Dad do with the catfish?
A. left the catfish in a pond
B. left the catfish in a bucket
C. left the catfish on the shelf

2. What did Dad think would stop the cat bandit?

A. a shelf
B. a belt
C. a lock

3. What drifted in the wind?

A. the tempting smell of snack mix
B. the tempting smell of fish
C. the tempting smell of hot dog

4. Who helped the cat bandit?

Directions: Ask students to answer each question.

________________________________________________
________________________________________________
________________________________________________
________________________________________________
5. What did the cat bandit hitch to the shed?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
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120 Unit 1
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Name 22.2
1. scratches scratched scratching scathing

2. fence fences fenced fencing

3. which whip whim whipped

4. legs lags lugs logs

5. knit knock knelt kick

6. rinsed ring ran rings

7. cent cull cell self

8. hemmed hammed humming hummed

9. risk wrist wrench wrists

10. twelve twist twelfth twin

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122 Unit 1
© 2013 Core Knowledge Foundation
Name 22.3
1. What is the cat bandit up to next ___

2. Run ___

3. Did he spill his glass of milk ___

4. He could knit mittens as a gift to his mom __

Direetions: Have students read each sentence and fill in the missing punctuation mark.

5. She has a snack ___

6. Where is the dog ___

7. Jump ___

8. Milk is a snack ___

9. Who could help you ___

10. Hide ___

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124 Unit 1
© 2013 Core Knowledge Foundation
Name 22.4
Rewrite these words and add ‒ing:

1. mix ________________________

2. smell ________________________

3. puff ________________________

4. run ________________________

5. sit ________________________

6. trim ________________________

7. kiss ________________________

8. tug ________________________

9. snack ________________________

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126 Unit 1
© 2013 Core Knowledge Foundation
Name 22.5

Spelling Test
1. ___________________________________

2. ___________________________________

3. ___________________________________

4. ___________________________________

5. ___________________________________

6. ___________________________________

7. ___________________________________

8. ___________________________________

9. ___________________________________

10. ___________________________________

 _____________________________________

_____________________________________

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Name
Directions: Have students count the sounds in each word, circle the spellings, and write the number of sounds in the box. Then
PP1

1. chip 3 ____________________
chip

2. shell ____________________

3. bath ____________________

4. rung
have students copy the word on the line.

____________________

5. smash ____________________

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 6. champ 4 champ
____________________

7. thick ____________________

8. bang ____________________

9. smell ____________________

10. cash ____________________

11. brick ____________________

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Name PP2
1. chimp 11. brick

2. crash 12. chop

Directions: Have students read each word and circle only the digraph letter teams that stand for one sound.

3. bring 13. splash

4. thin 14. sting

5. sing 15. black

6. shop 16. thick

7. clock 17. ship

8. bath 18. chip

9. chill 19. wing

10. shell 20. with

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Name PP3

1. bathtub
Directions: Have students write each word under its matching picture.

2. magnet

3. insect

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 4. picnic

5. rocket

6. tennis

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Name
Directions: Have students circle the ‘g’ in each word. Then, have students read each sentence and write the word with the tricky
PP4

/g/ /j/
get
g legend
1 2
gum logic
spelling ‘g’ under the heading “get” if the tricky spelling is pronounced /g/ or “legend” if it is pronounced /j/.

big digit
/g/ /j/
get legend
1. Was it a trick, or was it
magic? magic
2. Drink from a glass.

3. In the pond, there was

a frog.
4. I can’t bend this
branch, it’s rigid.
5. Beth had a stick of
gum.
6. Dad got Mom a gift.

7. My dad went to two

colleges.

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Name
Directions: Have students circle the ‘c’ in each word. Then have students read each sentence and write the word with the tricky
PP5

/k/ /s/
can
c dances
1 2
cap citrus
spelling ‘c’ under the heading “can” if the tricky spelling is pronounced /k/ or “dances” if it is pronounced /s/.

cop princess
/k/ /s/
can dances
1. It cost ten cents.
cents
2. We slept in a log
cabin.
3. Don yelled and got a
cab.
4. The bad man was
locked up in a cell.
5. On his left leg he has
a cast.
6. She was a nun in the
convent.
7. His best pal is Francis.

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138 Unit 1
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 Directions: Have students write the words with the tricky spelling ‘c’ pronounced /k/ under “can” and the words with the tricky
spelling ‘c’ pronounced /s/ under “cent.”
Name

scan
panic
credit
process

/k/
can
cell
cram
dances

princess
/s/
cent
process
cab
cop
clap
camp

© 2013 Core Knowledge Foundation

PP6

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Name PP7
Directions: Have students circle the ‘s’ in each word. Then, have students read each sentence and write the word with the tricky

/s/ /z/
set
s his
1 2
sit has
sap pigs
spelling ‘s’ under the heading “set” if the tricky spelling is pronounced /s/ or “his” if it is pronounced /z/.

/s/ /z/
set his
1. The robin flapped its
wings.
wings
2. Get a pen from the
desk.
3. Ring the bells.

4. The kitten is soft.

5. Put the egg shells in

the trash can.
6. What did the shop
sell?
7. Get in the pond and
swim.
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142 Unit 1
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 Directions: Have students write the words with the tricky spelling ‘s’ pronounced /s/ under “set” and the words with the tricky
spelling ‘s’ pronounced /z/ under “his.”
Name

is

still
just

jobs
/s/
set
last
legs

best
such

is
/z/
his
has

sun
this

hands

© 2013 Core Knowledge Foundation

PP8

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Name PP9

fringe prince shelves

twelve fence dance

Directions: Have students write each word under its matching picture.

fringe

12
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 shells lettuce pulse

rinse bandage elves

146 Unit 1
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 Directions: Have students write each word under its matching picture. There will be words that will not be used.
Name

patch

hatch
match

scratch
itch
catch
pitch

stretch
switch
kitchen

© 2013 Core Knowledge Foundation

PP10

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 knob knot wrist knapsack wrapping

knitting wrench wrong which knock

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Name PP11
1. yuck
________________________________________________

2. can i sit there

________________________________________________
Directions: Have students read each sentence and then rewrite it with correct capitalization and punctuation.

3. she could wrap a gift

________________________________________________

4. he can swim fast

________________________________________________

5. where is mom’s whisk

________________________________________________

6. pick up that mess

________________________________________________

7. that dog has spots

________________________________________________

8. mom
________________________________________________

9. could you pick a spot to sit

________________________________________________

10. dogs can jump high

________________________________________________

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 CORE KNOWLEDGE LANGUAGE ARTS
SERIES EDITOR-IN-CHIEF
E. D. Hirsch, Jr.

PRESIDENT
Linda Bevilacqua

EDITORIAL STAFF DESIGN AND GRAPHICS STAFF

Carolyn Gosse, Senior Editor - Preschool Scott Ritchie, Creative Director
Khara Turnbull, Materials Development Manager
Kim Berrall
Michelle L. Warner, Senior Editor - Listening & Learning
Michael Donegan
Mick Anderson Liza Greene
Robin Blackshire Matt Leech
Maggie Buchanan Bridget Moriarty
Paula Coyner Lauren Pack
Sue Fulton
Sara Hunt CONSULTING PROJECT MANAGEMENT SERVICES
Erin Kist ScribeConcepts.com
Robin Luecke
Rosie McCormick ADDITIONAL CONSULTING SERVICES
Cynthia Peng Ang Blanchette
Liz Pettit Dorrit Green
Ellen Sadler Carolyn Pinkerton
Deborah Samley
Diane Auger Smith
Sarah Zelinke

ACKNOWLEDGMENTS
These 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 find 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 field 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 Jefferson Classical
Academy, Three Oaks Elementary, West Manor Elementary.

And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day
support to teachers using these materials in their classrooms was critical.

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CREDITS
Every 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: Jacob Wyatt; 2.1: Jacob Wyatt; 3.1: Jacob Wyatt; 4.1: Jacob
Wyatt; 5.1: Jacob Wyatt; 6.1: Shutterstock; 6.4: Shutterstock; 7.1: Shutterstock; 7.3: Jacob Wyatt; 8.1: Shutterstock; 8.3: Core Knowledge Staff; 8.5:
Shutterstock; 9.1: Shutterstock; 9.4: Shutterstock; 13.4: Jed Henry; 15.1: Core Knowledge Staff; 16.3: Shutterstock; 17.2: Jed Henry; 18.2: Jed Henry; 20.1:
Core Knowledge Staff; 22.5: Core Knowledge Staff; PP3: Shutterstock; PP9: Shutterstock; PP10: Shutterstock

Regarding the Shutterstock items listed above, please note: No person or entity shall falsely represent, expressly or by way of reasonable
implication, that the content herein was created by that person or entity, or any person other than the copyright holder(s) of that content.

152 Unit 1
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 Unit 1
Workbook

Skills Strand
grade 2

The Core Knowledge Foundation

www.coreknowledge.org