Read-Aloud Anthology - EngageNY

190 Pages·2013·3.52 MB·English

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Early American Civilizations
Tell It Again!™ Read-Aloud Anthology
Listening & Learning™ Strand
GRADE 1
Core Knowledge Language Arts®
New York Edition
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Table of Contents
Early American Civilizations
Tell It Again!™ Read-Aloud Anthology
Alignment Chart for Early American Civilizations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v
Introduction to Early American Civilizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Lesson 1: The Maya: A Harvest and a Hurricane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Lesson 2: The Maya: Journey to Baakal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Lesson 3: The Maya: King Pakal’s Tomb. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Lesson 4: The Maya: The Festival of the First Star. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Pausing Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Lesson 5: The Aztec: The Legend of the Eagle and the Serpent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Lesson 6: The Aztec: The Floating Gardens of Xochimilco . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Lesson 7: The Aztec: In the Palace of an Emperor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Lesson 8: The Aztec: Cortés’s Letter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Lesson 9: The Inca: Who Were the Inca? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Lesson 10: The Inca: The Runner. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Lesson 11: The Inca: Machu Picchu—A Lucky Discovery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Domain Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Domain Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Culminating Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

Alignment Chart for Early American Civilizations
The following chart contains core content objectives addressed in this
domain. It also demonstrates alignment between the Common Core
State Standards and corresponding Core Knowledge Language Arts
(CKLA) goals.
Alignment Chart for Lesson
Early American Civilizations
1 2 3 4 5 6 7 8 9 10 11
Core Content Objectives
Explain that a shift occurred from hunting and
gathering to farming among early peoples;

compare and contrast hunter-gatherer societies
and Mayan society
Explain the importance of extended family to the
 
Maya
Identify the areas in which the Maya/Aztec/Inca
          
lived
Explain that the Maya/Aztec/Inca farmed   
Explain that the Maya/Aztec/Inca developed
large cities or population centers, or empires,        
many, many years ago
Explain that the Maya/Aztec/Inca had leaders
(kings or emperors); identify by name the    
emperor of the Aztec, Moctezuma
Explain that the Maya/Aztec/Inca each had a
  
religion
Describe the significance of the stars and

planets to the Maya
Explain the significance of the Mayan calendar 
Identify the Aztec capital as Tenochtitlan; identify
  
that Machu Picchu is an Incan city
Explain that much of what we know about the

Inca is because of the work of archaeologists
Early American Civilizations | Alignment Chart v
© 2013 Core Knowledge Foundation
Alignment Chart for Lesson
Early American Civilizations
1 2 3 4 5 6 7 8 9 10 11
Reading Standards for Informational Text: Grade 1
Key Ideas and Details
STD RI.1.1 Ask and answer questions about key details in a text.
Ask and answer questions
(e.g., who, what, where, when),
orally or in writing, requiring
literal recall and understanding 
of the details and/or facts of a
nonfiction/informational read-
aloud
CKLA
Answer questions that require
Goal(s)
making interpretations,
judgments, or giving opinions
about what is heard in a
nonfiction/informational read- 
aloud, including answering
why questions that require
recognizing cause/effect
relationships
STD RI.1.2 Identify the main topic and retell key details of a text.
Identify the main topic and
CKLA
retell key details of a nonfiction/    
Goal(s)
informational read-aloud
STD RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Describe the connection
between two individuals,
CKLA
events, ideas, or pieces of  
Goal(s)
information in a nonfiction/
informational read-aloud
Craft and Structure
STD RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
Ask and answer questions
about unknown words
CKLA and phrases in nonfiction/ 
Goal(s)
informational read-alouds and
discussions
vi Early American Civilizations | Alignment Chart
© 2013 Core Knowledge Foundation
Alignment Chart for Lesson
Early American Civilizations
1 2 3 4 5 6 7 8 9 10 11
Distinguish between information provided by pictures or other illustrations and information provided by the
STD RI.1.6
words in a text.
Distinguish between information
provided by pictures or other
CKLA illustrations and information
   
Goal(s) provided by the words in a
nonfiction/informational read-
aloud
Integration of Knowledge and Ideas
STD RI.1.7 Use the illustrations and details in a text to describe its key ideas.
Use illustrations and details in
CKLA
a nonfiction/informational read- 
Goal(s)
aloud to describe its key ideas
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations,
STD RI.1.9
descriptions, or procedures).
Compare and contrast (orally or in
writing) similarities and differences
CKLA within a single nonfiction/
        
Goal(s) informational read-aloud or
between two or more nonfiction/
informational read-alouds
Range of Reading and Level of Text Complexity
STD RI.1.10 With prompting and support, read informational texts appropriately complex for Grade 1.
Listen to and demonstrate
understanding of nonfiction/
CKLA informational read-alouds of 
Goal(s)
appropriate complexity for
Grades 1–3
Writing Standards: Grade 1
Text Types and Purposes
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide
STD W.1.2
some sense of closure.
Plan and/or draft and edit an
informative/explanatory text
that presents information from a
CKLA
nonfiction/informational read-      
Goal(s)
aloud that includes mention of a
topic, some facts about the topic,
and some sense of closure
Early American Civilizations | Alignment Chart vii
© 2013 Core Knowledge Foundation
Alignment Chart for Lesson
Early American Civilizations
1 2 3 4 5 6 7 8 9 10 11
Production and Distribution of Writing
With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers,
STD W.1.5
and add details to strengthen writing as needed.
With guidance and support
from adults, focus on a topic,
CKLA respond to questions and
 
Goal(s) suggestions from peers, and
add details to strengthen writing
as needed
Research to Build and Present Knowledge
With guidance and support from adults, recall information from experiences or gather information from
STD W.1.8
provided sources to answer a question.
Make personal connections
(orally or in writing) to events
or experiences in a fiction
or nonfiction/informational     
read-aloud, and/or make
connections among several
read-alouds
CKLA
Goal(s) With assistance, categorize and
organize facts and information
         
within a given domain to
answer questions
Generate questions and gather
information from multiple   
sources to answer questions
Speaking and Listening Standards: Grade 1
Comprehension and Collaboration
Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and
STD SL.1.1
adults in small and large groups.
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the
STD SL.1.1a
topics and texts under discussion).
Use agreed-upon rules for
group discussion, e.g., look at
CKLA and listen to the speaker, raise 
Goal(s)
hand to speak, take turns, say
“excuse me” or “please,” etc.
viii Early American Civilizations | Alignment Chart
© 2013 Core Knowledge Foundation