Tell It Again! Read-Aloud Anthology - EngageNY

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Tens Conversion Chart Number Correct Number of Questions 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 1 0 10 2 0 5 10 3 0 3 7 10 4 0 3 5 8 10 5 0 2 4 6 8 10 6 0 2 3 5 7 8 10 7 0 1 3 4 6 7 9 10 8 0 1 3 4 5 6 8 9 10 9 0 1 2 3 4 6 7 8 9 10 10 0 1 2 3 4 5 6 7 8 9 10 11 0 1 2 3 4 5 5 6 7 8 9 10 12 0 1 2 3 3 4 5 6 7 8 8 9 10 13 0 1 2 2 3 4 5 5 6 7 8 8 9 10 14 0 1 1 2 3 4 4 5 6 6 7 8 9 9 10 15 0 1 1 2 3 3 4 5 5 6 7 7 8 9 9 10 16 0 1 1 2 3 3 4 4 5 6 6 7 8 8 9 9 10 17 0 1 1 2 2 3 4 4 5 6 6 7 7 8 8 9 9 10 18 0 1 1 2 2 3 3 4 4 5 6 6 7 7 8 8 9 9 10 19 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 20 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 10 Simply find the number of correct answers the student produced along the top of the chart and the number of total questions on the worksheet or activity along the left side. Then find the cell where the column and the row converge. This indicates the Tens score. By using the Tens Conversion Chart, you can easily convert any raw score, from 0 to 20, into a Tens score. Please note that the Tens Conversion Chart was created to be used with assessments that have a defined number of items (such as written assessments). However, teachers are encouraged to use the Tens system to record informal observations as well. Observational Tens scores are based on your observations during class. <strong>It</strong> is suggested that you use the following basic rubric for recording observational Tens scores. 9–10 Student appears to have excellent understanding 7–8 Student appears to have good understanding 5–6 Student appears to have basic understanding 3–4 Student appears to be having difficulty understanding 1–2 Student appears to be having great difficulty understanding 0 Student appears to have no understanding/does not participate
CORE KNOWLEDGE LANGUAGE ARTS SERIES EDITOR-IN-CHIEF E. D. Hirsch, Jr. PRESIDENT Linda Bevilacqua EDITORIAL STAFF Carolyn Gosse, Senior Editor - Preschool Khara Turnbull, Materials Development Manager Michelle L. Warner, Senior Editor - Listening & Learning Mick Anderson Robin Blackshire Maggie Buchanan Paula Coyner Sue Fulton Sara Hunt Erin Kist Robin Luecke Rosie McCormick Cynthia Peng Liz Pettit Ellen Sadler Deborah Samley Diane Auger Smith Sarah Zelinke DESIGN AND GRAPHICS STAFF Scott Ritchie, Creative Director Kim Berrall Michael Donegan Liza Greene Matt Leech Bridget Moriarty Lauren Pack CONSULTING PROJECT MANAGEMENT SERVICES ScribeConcepts.com ADDITIONAL CONSULTING SERVICES Ang Blanchette Dorrit Green Carolyn Pinkerton 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. Columbus and the Pilgrims 153 © 2013 Core Knowledge Foundation
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Kindergarten Core Knowledge Languag
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Creative Commons Licensing This wor
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Alignment Chart for Columbus and th
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Introduction to Columbus and the Pi
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The topics of Columbus and the Pilg
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Above and Beyond Supplemental Guide
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9. If You Sailed on the Mayflower i
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The Spice Seekers 1 Lesson Objecti
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Introducing the Read-Aloud The Spic
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Note: Be sure to follow your school
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Show image 1A-6: Land route closed
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Discussing the Read-Aloud 15 minute
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Use a Making Choices activity for f
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Take-Home Material Family Letter Se
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Core Vocabulary adventures, n. Exci
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Essential Background Information or
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7 or winning 8 So after seven years
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I am going to ask you a question. I
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Ferdinand and Isabella 2B Extension
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Prior to listenting to “1492,”
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Show image 1A-9: Map of the world i
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Presenting the Read-Aloud 10 minute
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13 Has anyone ever seen seaweed at
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into the sandy shore and said, “O
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Use a Making Choices activity for f
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7. Talk with your partner using the
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Prior to listening to “Not the In
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Chris and his crew sailed across th
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Show image 4A-5: Parrot and gold 12
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6. Literal What did the king and qu
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Not the Indies 4B Extensions 15 min
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Make predictions prior to “Furthe
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on a globe. Point out that Columbus
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Show image 5A-9: Columbus stands be
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to spy on Columbus. Later, the king
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Further Adventures of Christopher C
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Student Performance Task Assessment
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The Size of a Ship Materials: Measu
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Distinguish “Colonies in Native A
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Essential Background Information or
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8 The word disappointed means feeli
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Word Work: Disappointed 1. In the r
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Take-Home Material If time permits,
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glory, n. Praise or honor given to
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Purpose for Listening Tell students
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Soon enough, the storms and high wi
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9. Evaluative Think Pair Share: Tel
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6. Which word in the question let y
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Core Vocabulary chief, n. Someone w
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Purpose for Listening Tell students
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7 Fascinated means very interested
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Page 115 and 116: Thanksgiving 9 Lesson Objectives C
Page 117 and 118: Thanksgiving Introducing the Read-A
Page 119 and 120: 9 Here harvest refers to all their
Page 121 and 122: 8. After hearing today’s read-alo
Page 123 and 124: To complete the story, teach studen
Page 125 and 126: Describe the Pilgrims’ first year
Page 127 and 128: Domain Assessment DA This domain as
Page 129 and 130: 4. I learned from the Wampanoag how
Page 131 and 132: Tell students you are going to play
Page 133 and 134: Ocean Voyages: Comparing the Santa
Page 135 and 136: For Teacher Reference Only: Copies
Page 137 and 138: 1B-1 Dear Family Member, Over the n
Page 139 and 140: 1B-2 Recommended Resources for Colu
Page 141 and 142: Websites and Other Resources Studen
Page 143 and 144: 2B-1 Directions: Using this Instruc
Page 145 and 146: PP-1 Name 1. 2. Directions: Listen
Page 147 and 148: PP-1 Name Answer Key 1. 2. Directio
Page 149 and 150: 6B-1 Dear Family Member, Your child
Page 151 and 152: DA-1 Name Directions: Listen to you
Page 153 and 154: DA-1 Name Answer Key Directions: Li
Page 155 and 156: DA-2 Name Directions: You will hear
Page 157 and 158: DA-2 Name Answer Key Directions: Yo
Page 159 and 160: CA-1 N W E S Columbus and the Pilgr
Page 161: CA-2 Name Directions: Write the two
Page 166: CREDITS Every effort has been taken
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