Tell It Again! Read-Aloud Anthology - EngageNY

More documents

Recommendations

Info

Where Are We? Show image 1A-1: Map of the world in 149 2 Show students what a map of the world would have looked like over five hundred years ago, back in 1492. Ask them how they think it looks different from the classroom map of the world you have today. Explain that five hundred years ago, new continents and oceans were still being discovered. Show them the continent of Europe, and tell them that the people who lived on that continent are called Europeans. Point out Italy on the map, and then ask them what it looks like. (a boot) Tell them that today’s read-aloud takes place on the continent of Europe in the country of Italy. On the classroom map, locate Asia and the countries on the islands between China and Australia, such as Indonesia and Malaysia. Explain to students that this area of Asia used to be called the Indies. Tell students that at the time the events in today’s read-aloud took place, some Europeans traveled to faraway Asia, to the Indies. As you point to Europe and the Indies, ask, “How do you think they got from Europe to this part of Asia?” Explain to students that sailing on a body of water was much easier than going over land, because there were no cars, trains, or buses to take them over land. People who traveled over land had to walk or ride on the backs of animals. Because of this, Europeans wanted a route to Asia that involved mostly traveling on water. Point to the Mediterranean Sea on the map while you explain that the water route Europeans took to Asia meant they had to walk part of the way and go through a city called Constantinople. Essential Background Information or Terms If possible, bring some spices to class. Pass them around, allowing students to smell them. Ask students to identify the smells. They may use individual names, like cinnamon, nutmeg, and pepper. Explain that these strong-smelling powders are called spices. Ask students if they know how spices are used. Tell students that spices are used in many different ways: to flavor food, to preserve meats (or to protect meats from going bad), to make perfumes, and as traditional medicines. Tell them that spices like these come from plants. 12 Columbus and the Pilgrims 1A | The Spice Seekers © 2013 Core Knowledge Foundation
Note: Be sure to follow your school’s policy regarding food distribution and allergies. Show image 1A-1: Map of the world in 1492 As you point to the map, explain that these plants grow on the continent of Asia, but not on the continent of Europe. Explain that spices were very expensive to buy in Europe because they came from so far away. Remind students that travel to the Indies was difficult because people didn’t have airplanes, trains, and cars back then. Tell students that spices were one of the main reasons that Europeans wanted to travel to the Indies in Asia. Purpose for Listening Show image 1A-2: Sofia and Giovanni Tell students that today’s read-aloud takes place in Italy over five hundred years ago. The first image for today’s read-aloud is of a young Italian boy named Giovanni and his cousin Sofia. Giovanni is planning to take a long journey, or trip, to buy spices (like the ones the students have just smelled). Tell students to listen carefully to find out whether or not Giovanni goes on the trip. Columbus and the Pilgrims 1A | The Spice Seekers 13 © 2013 Core Knowledge Foundation
Page 1: Kindergarten Core Knowledge Languag
Page 4 and 5: Creative Commons Licensing This wor
Page 7 and 8: Alignment Chart for Columbus and th
Page 13 and 14: Introduction to Columbus and the Pi
Page 15 and 16: The topics of Columbus and the Pilg
Page 17 and 18: Above and Beyond Supplemental Guide
Page 19 and 20: 9. If You Sailed on the Mayflower i
Page 21 and 22: The Spice Seekers 1 Lesson Objecti
Page 23: Introducing the Read-Aloud The Spic
Page 27 and 28: Show image 1A-6: Land route closed
Page 29 and 30: Discussing the Read-Aloud 15 minute
Page 31 and 32: Use a Making Choices activity for f
Page 33 and 34: Take-Home Material Family Letter Se
Page 35 and 36: Core Vocabulary adventures, n. Exci
Page 37 and 38: Essential Background Information or
Page 39 and 40: 7 or winning 8 So after seven years
Page 41 and 42: I am going to ask you a question. I
Page 43 and 44: Ferdinand and Isabella 2B Extension
Page 45 and 46: Prior to listenting to “1492,”
Page 47 and 48: Show image 1A-9: Map of the world i
Page 49 and 50: Presenting the Read-Aloud 10 minute
Page 51 and 52: 13 Has anyone ever seen seaweed at
Page 53 and 54: into the sandy shore and said, “O
Page 55 and 56: Use a Making Choices activity for f
Page 57 and 58: 7. Talk with your partner using the
Page 59 and 60: Prior to listening to “Not the In
Page 61 and 62: Chris and his crew sailed across th
Page 63 and 64: Presenting the Read-Aloud 10 minute
Page 65 and 66: Show image 4A-5: Parrot and gold 12
Page 67 and 68: 6. Literal What did the king and qu
Page 69 and 70: Not the Indies 4B Extensions 15 min
Page 71 and 72: Make predictions prior to “Furthe
Page 73 and 74: on a globe. Point out that Columbus
Page 75 and 76:
Presenting the Read-Aloud 10 minute
Page 77 and 78:
Show image 5A-9: Columbus stands be
Page 79 and 80:
to spy on Columbus. Later, the king
Page 81 and 82:
Further Adventures of Christopher C
Page 83 and 84:
Student Performance Task Assessment
Page 85 and 86:
The Size of a Ship Materials: Measu
Page 87 and 88:
Distinguish “Colonies in Native A
Page 89 and 90:
Essential Background Information or
Page 91 and 92:
8 The word disappointed means feeli
Page 93 and 94:
Word Work: Disappointed 1. In the r
Page 95 and 96:
Take-Home Material If time permits,
Page 97 and 98:
glory, n. Praise or honor given to
Page 99 and 100:
Purpose for Listening Tell students
Page 101 and 102:
Soon enough, the storms and high wi
Page 103 and 104:
9. Evaluative Think Pair Share: Tel
Page 105 and 106:
6. Which word in the question let y
Page 107 and 108:
Core Vocabulary chief, n. Someone w
Page 109 and 110:
Purpose for Listening Tell students
Page 111 and 112:
7 Fascinated means very interested
Page 113 and 114:
8. After hearing today’s read-alo
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 164 and 165:
Tens Conversion Chart Number Correc
Page 166:
CREDITS Every effort has been taken
show all

Tell It Again! Read-Aloud Anthology - EngageNY

Create successful ePaper yourself

Delete template?

Save as template?