In Cut It Out, students isolate individual phonemes by listening to a beginning, middle, or ending sound and choosing a picture of the word containing the sound in that position.

Skills
Phonological awareness

• Blending at the compound word, syllable, onset-rime, and phoneme level

Standards covered

• CCSS.ELA-LITERACY.RF.1.2.C — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
• CCSS.ELA-LITERACY.RF.K.2.D — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

In Gem & Nye, students blend sounds into words, starting with compound words and syllables and then moving to beginning (onset) and ending (rime) sounds and finally individual phonemes, to identify the picture of the word the Soundbots say when blended together.

Skills
Phonological awareness

• Blending at the compound word, syllable, onset-rime, and phoneme level

Standards covered

• CCSS.ELA-LITERACY.RF.1.2.B — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
• CCSS.ELA-LITERACY.RF.K.2.B — Count, pronounce, blend, and segment syllables in spoken words.
• CCSS.ELA-LITERACY.RF.K.2.C — Blend and segment onsets and rimes of single-syllable spoken words.

In Wordbots, students practice segmenting words into their onsets and rimes to determine which Startbots and Endbots form a stimulus word.

Skills
Phonological awareness

• Segment at the compound-word and onset-rime level

Standards covered

• CCSS.ELA-LITERACY.RF.K.2.C — Blend and segment onsets and rimes of single-syllable spoken words.
• CCSS.ELA-LITERACY.RF.K.2.B — Count, pronounce, blend, and segment syllables in spoken words.

In Zoom Boom, students practice rhyming by listening to a word and identifying the picture of the word that rhymes with it.

Skills
Phonological awareness

• Rhyming

Standards covered

• CCSS.ELA-LITERACY.RF.K.2.A — Recognize and produce rhyming words.

In Curioso Crossing, students practice accurate and automatic word recognition by identifying the correct spoken word to guide their Curioso safely throughout the land.

Skills
Phonics – Early Decoding; Advanced Decoding

• Read high-frequency irregular words, regular words, words with inflected endings, two-syllable words, words with prefixes and suffixes, and multi-syllable words

Standards Covered

• CCSS.ELA-LITERACY.RF.K.3.B — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
• CCSS.ELA-LITERACY.RF.1.3.B — Decode regularly spelled one-syllable words.
• CCSS.ELA-LITERACY.RF.1.3.C — Know final -e and common vowel team conventions for representing long vowel sounds.
• CCSS.ELA-LITERACY.RF.1.3.E — Decode two-syllable words following basic patterns by breaking the words into syllables.
• CCSS.ELA-LITERACY.RF.1.3.F — Read words with inflectional endings.
• CCSS.ELA-LITERACY.RF.2.3.A — Distinguish long and short vowels when reading regularly spelled one-syllable words.
• CCSS.ELA-LITERACY.RF.2.3.C — Decode regularly spelled two-syllable words with long vowels.
• CCSS.ELA-LITERACY.RF.2.3.D — Decode words with common prefixes and suffixes.
• CCSS.ELA-LITERACY.RF.2.3.F — Recognize and read grade-appropriate irregularly spelled words.
• CCSS.ELA-LITERACY.RF.K.3.C — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
• CCSS.ELA-LITERACY.RF.1.3.G — Recognize and read grade-appropriate irregularly spelled words.

In Food Truck, students practice “chopping” blends, ending sounds (rimes), and whole words into beginning sounds (onsets), ending sounds, and individual letters to create orders for their hungry goblin customers. The difficulty of words and segmenting tasks increases with each level as customers order more sophisticated “dishes.”

Skills
Phonics – Early Decoding

• Decode and spell words with common rime families

Standards Covered

• CCSS.ELA-LITERACY.RF.K.3.A — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
• CCSS.ELA-LITERACY.RF.K.3.B — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
• CCSS.ELA-LITERACY.RF.K.3.D — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
• CCSS.ELA-LITERACY.RF.K.2.E — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
• CCSS.ELA-LITERACY.RF.1.3.B — Decode regularly spelled one-syllable words.

In Grumpy Goblins, students learn sound-spelling correspondences for consonant digraphs and vowel teams by listening to a sound from a goblin and feeding it the piece of toast with the corresponding letter or combination.

Skills
Phonics – Letter Combinations

• Sound-spelling correspondences for consonant digraphs and vowel teams

Standards Covered

• CCSS.ELA-LITERACY.RF.K.3.B — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
• CCSS.ELA-LITERACY.RF.1.3.A — Know the spelling-sound correspondences for common consonant digraphs.
• CCSS.ELA-LITERACY.RF.2.3.B — Know spelling-sound correspondences for additional common vowel teams.

In Hangry Goblins, students practice letter-sound combinations by feeding individual letter sounds, consonant digraphs, blends, and vowel teams to goblins that become more and more “hangry” until they are given the letters that match their demands.

Skills
Phonics – Letter Sound Correspondence

• Sound-spelling correspondences for individual letters and letter combinations

Standards covered

• CCSS.ELA-LITERACY.RF.K.3.A — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
• CCSS.ELA-LITERACY.RF.K.3.B — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
• CCSS.ELA-LITERACY.RF.1.3.A — Know the spelling-sound correspondences for common consonant digraphs.
• CCSS.ELA-LITERACY.RF.2.3.B — Know spelling-sound correspondences for additional common vowel teams.

In Picky Goblins, students practice sound-spelling correspondences for individual letters by listening to a sound from a goblin and feeding it the piece of toast with the corresponding.

Skills
Phonics – Letter-Sound Correspondence

• Sound-Spelling Correspondences for single letters

Standards Covered

• CCSS.ELA-LITERACY.RF.K.3.A — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
• CCSS.ELA-LITERACY.RF.K.3.B — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

In Read All About It, students practice reading sentences with words that include the sound-spelling correspondences, word features (e.g., prefixes/suffixes), and phonics rules (e.g., vowel consonant long e, syllable patterns) they learned and practiced in other games.

Skills
Phonics – Early Decoding; Advanced Decoding

• Read grade level text accurately

Standards Covered

• CCSS.ELA-LITERACY.RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• CCSS.ELA-LITERACY.RF.K.4 — Read emergent-reader texts with purpose and understanding.
• CCSS.ELA-LITERACY.RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• CCSS.ELA-LITERACY.RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
• CCSS.ELA-LITERACY.RF.2.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
• CCSS.ELA-LITERACY.RF.2.4 — Read with sufficient accuracy and fluency to support comprehension.

In Rhyme Time, students practice with different rime families (words that end with the same sounds and rhyme) and decode words in these families by swapping the first letter sounds of words while the ending sounds remain constant.

Skills
Phonics – Early Decoding

• Decode words with common rime families

Standards Covered

• CCSS.ELA-LITERACY.RF.K.3.A — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
• CCSS.ELA-LITERACY.RF.K.3.B — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
• CCSS.ELA-LITERACY.RF.K.3.D — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
• CCSS.ELA-LITERACY.RF.K.2.E — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
• CCSS.ELA-LITERACY.RF.1.3.B — Decode regularly spelled one-syllable words.

In Tongue Twist, students practice with different rime families (words that end with the same sounds and rhyme) and build words by changing the ending sound (rime) while the beginning (onset) sounds, consonant blends, and consonant digraphs remain constant.

Skills
Phonics – Early Decoding

• Decode words with common rime families

Standards covered

• CCSS.ELA-LITERACY.RF.K.3.A — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
• CCSS.ELA-LITERACY.RF.K.3.B — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
• CCSS.ELA-LITERACY.RF.K.3.D — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
• CCSS.ELA-LITERACY.RF.K.2.E — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
• CCSS.ELA-LITERACY.RF.1.3.B — Decode regularly spelled one-syllable words.

In Word City, students identify and manipulate beginning, middle, and ending letter sounds to assemble word chains that form buildings.

Skills
Phonics – Early Decoding

• Letter-sound correspondence
• Decoding and spelling regular words

Standards Covered

• CCSS.ELA-LITERACYRF.K.3.A — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
• CCSS.ELA-LITERACYRF.1.3.A — Know the spelling-sound correspondences for common consonant digraphs.
• CCSS.ELA-LITERACYRF.1.3.B — Decode regularly spelled one-syllable words.
• CCSS.ELA-LITERACYRF.1.3.C — Know final -e and common vowel team conventions for representing long vowel sounds.
• CCSS.ELA-LITERACYRF.2.3.B — Know spelling-sound correspondences for additional common vowel teams.

In Because This, That, students learn how common text structures give clues to meaning by rearranging sentences to identify cause and effect or problem and solution.

Skills
Microcomprehension

• Text Structure: Organize sentences using sequence/chronological order

Standards covered

• CCSS.ELA-LITERACY.RI.1.3 — Describe the connection between two individuals, events, ideas, or pieces of information in a text.
• CCSS.ELA-LITERACY.RI.1.8 — Identify the reasons an author gives to support points in a text.
• CCSS.ELA-LITERACY.RI.2.3 — Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
• CCSS.ELA-LITERACY.RI.2.8 — Describe how reasons support specific points the author makes in a text.

In Connect It!, students practice using different types of conjunctions (temporal and causal, for example) to combine two clauses into a coherent sentence.

Skills
Microcomprehension

• Syntactic awareness – connectives

Standards covered

• CCSS.ELA-LITERACY.L.2.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.

In Message in a Bottle, students build their awareness of syntax and the impact word order has on meaning by unscrambling scraps of lost messages to reconstruct sentences.

Skills
Microcomprehension

• Syntactic awareness

Standards covered

• CCSS.ELA-LITERACY.L.1.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• CCSS.ELA-LITERACY.L.2.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

In Mind the Gap, comprehension levels are assessed through a modified cloze exercise in which students make selections to fill in the blanks of a text where approximately every seventh word has been omitted.

Skills
Microcomprehension

• Reading fluency
• Syntactic awareness
• Inference
• Comprehension monitoring

Standards covered

• CCSS.ELA-LITERACY.CCRA.R.1 — Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• CCSS.ELA-LITERACY.CCRA.R.10 — Read and comprehend complex literary and informational texts independently and proficiently.

In Show Off, students learn how common text structures give clues to meaning, using cues from illustrations to rearrange sentences in the correct sequential or chronological order.
Skills
Microcomprehension

• Text structure: Organize sentences using problem/solution and cause/effect

Standards covered

• CCSS.ELA-LITERACY.RI.1.3 — Describe the connection between two individuals, events, ideas, or pieces of information in a text.
• CCSS.ELA-LITERACY.RI.1.8 — Identify the reasons an author gives to support points in a text.
• CCSS.ELA-LITERACY.RI.2.3 — Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
• CCSS.ELA-LITERACY.RI.2.8 — Describe how reasons support specific points the author makes in a text.knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

In Sloppy Scrolls, students practice the art of comprehension monitoring, or ensuring that they continually build and check a mental model of what they read. In the game, students are introduced to a world of enchanted scrolls that have lost their magic: they contain inconsistencies, and no longer make sense. The students must attempt to identify the inconsistencies by tapping the sentences that don’t match the rest of the passage. To increase the challenge of the game, some of the passages are presented without errors.

Skills
Microcomprehension

• Comprehension Monitoring

Standards Covered

• CCSS.ELA-LITERACY.RL.2.10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

In Storyboard, students practice making inferences by completing a storyboard that integrates relevant background knowledge missing from a given sentence.

Skills
Microcomprehension

• Inference

Standards covered

• CCSS.ELA-LITERACY.RL.K.1 — With prompting and support, ask and answer questions about key details in a text.
• CCSS.ELA-LITERACY.RI.K.1 — With prompting and support, ask and answer questions about key details in a text.
• CCSS.ELA-LITERACY.RL.1.1 — Ask and answer questions about key details in a text.
• CCSS.ELA-LITERACY.RI.1.1 — Ask and answer questions about key details in a text.

In Super Match, students work on developing cognitive flexibility, or the ability to track multiple elements simultaneously, by completing interactive puzzles that associate pictures and words across multiple dimensions (e.g., color and category, or starting sounds and category).

Skills
Microcomprehension

• Cognitive flexibility

Standards covered

• CCSS.ELA-LITERACY.L.1.5.A — Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
• CCSS.ELA-LITERACY.L.1.5.B — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
• CCSS.ELA-LITERACY.RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

In Unmask That, students build their understanding of anaphora, a tool authors use to avoid repetition, by linking pronouns to their antecedents in text.

Skills
Microcomprehension

• Syntactic awareness – anaphora

Standards covered

• CCSS.ELA-LITERACY.L.1.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• CCSS.ELA-LITERACY.L.2.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

In Best Buddy, students examine character traits to determine which school club provides the best fit for their fictional friends.

Skills
Comprehension – Key Ideas and Details

• Character Traits

Standards Covered

• CCSS.ELA-LITERACY.RL.1.3 — Describe characters, settings, and major events in a story, using key details.
• CCSS.ELA-LITERACY.RL.2.3 — Describe how characters in a story respond to major events and challenges.

In Book Club, students compare and contrast two books on the same topic or theme to determine which book best meets the needs of a character in the game.

Skills
Comprehension – Integration of Knowledge and Ideas

• Compare and Contrast Texts

Standards covered

• CCSS.ELA-LITERACY.RI.1.9 — Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
• CCSS.ELA-LITERACY.Rl.2.9 — Compare and contrast the most important points presented by two texts on the same topic.
• CCSS.ELA-LITERACY.RL.2.9 — Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

In Debate-a-Ball, students practice identifying the best evidence to support a claim. Students pick an animal avatar to compete with an automated opponent in debates on familiar topics. To win, students must put forward the best evidence to support each claim more frequently than their opponents. They are taught to identify evidence that is factual and strongly related to the claim.

Skills
Comprehension – Integration of Knowledge and Ideas

• Evaluate evidence

Standards covered

• CSS.ELA-LITERACY.RI.2.8 — Describe how reasons support specific points the author makes in a text.

In Picture This, students complete the illustrations for a story by identifying words that describe its setting, characters, problems, and solutions.

Skills
Comprehension – Key Ideas and Details

• Story Elements/Plot

Standards covered

• CCSS.ELA-LITERACY.RL.1.1 — Ask and answer questions about key details in a text.
• CCSS.ELA-LITERACY.RL.1.3 — Describe characters, settings, and major events in a story, using key details.
• CCSS.ELA-LITERACY.RL.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
• CCSS.ELA-LITERACY.RL.2.3 — Describe how characters in a story respond to major events and challenges.

In Storybox, students choose settings, situations, and solutions to send characters on different adventures, using details and context to help them resolve problems and complete the story.

Skills
Comprehension – Key Ideas and Details

• Story Elements/Plot

Standards covered

• CCSS.ELA-LITERACY.RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.

In Tube Tales, students learn the attributes of different genres and practice identifying them in brief texts.

Skills
Comprehension – Craft and Structure

• Text schema

Standards covered

• CCSS.ELA-LITERACY.RL.2.10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• CCSS.ELA-LITERACY.RI.2.5 — Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
• CCSS.ELA-LITERACY.RI.2.10 — By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

In What’s the Big Idea, students examine pictures, picture sequences, and short passages to practice differentiating the main idea from story details.

Skills
Comprehension – Key Ideas and Details

• Main idea

Standards covered

• CCSS.ELA-LITERACY.RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.
• CCSS.ELA-LITERACY.RI.1.2 — Identify the main topic and retell key details of a text.
• CCSS.ELA-LITERACY.RI.2.2 — Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

In Punchline!, students learn how words can have multiple meanings by channeling their inner comedian to crack homonym-based jokes.

Skills
Vocabulary

• Multiple-meaning words

Standards covered

• CCSS.ELA-LITERACY.L.2.4.A — Use sentence-level context as a clue to the meaning of a word or phrase.

In Shades of Meaning, students differentiate the nuances in similar words — first by ordering them from weakest to strongest, largest to smallest, or least to greatest; then by putting them into sentences that further clarify their meaning.

Skills
Vocabulary

• Shades of meaning

Standards covered

• CCSS.ELA-LITERACY.L.1.5.D — Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
• CCSS.ELA-LITERACY.L.2.5.B — Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Instruct students to navigate to learning.amplify.com, and log in using the method you typically use when logging into Boost Reading.

Find and click on the icon for Boost Lectura, as shown above.

At this time, students can begin playing games or reading books by clicking on “Iniciar.”

Select a game from the list to play!

Students can play games in Quests by selecting the curioso icon.

Students should hear quest narratives in Spanish.

Students are greeted with a comical animation explaining we need their help with answering a few questions.

Students are guided through a few short activities measuring different skills domains.

Students receive closure to their experience via another short animation.

Please check to ensure “cookies” are accepted on your device.
If you still receive an error message or blank screen when accessing an Amplify page, please email Aya Bukres.

Please email Aya Bukres to confirm your login credentials.

Why we added this unit:
“Every child is an artist,” said Picasso, meaning that every child uses art to explore and understand the world around them. El arte y el mundo que nos rodea honors that truth by introducing Kindergarten students to some of the ways in which artists have explored and understood the world around them.

This domain introduces students to artists from different time periods, countries, and cultures. Throughout the unit, students learn about different kinds of art and how artists use the world around them as they make art. They also connect this to what they have already learned about the earth, plants, and animals in other Caminos domains: Granjas, Plantas, and Cuidar el planeta Tierra. In addition, students connect this to what they have learned about sculptors in the Presidentes y símbolos de los Estados Unidos domain. As they explore different artists and artistic traditions, they develop their ideas about how humans are connected to each other and to the world around them.

As you read the texts in this unit, students may observe ways in which the characters or subjects are both similar to and different from students. This is a good opportunity to teach students awareness and sensitivity, building on the idea that all people share some things in common, even as they have other things that make them unique. This unit also offers an excellent opportunity to collaborate with your school’s art teacher, as many lessons have suggested activities to help students understand the kind of art they are studying.

Within this unit, students have opportunities to:

• Use details to describe art.
• Identify three ways to create art.
• Identify characteristics of cave art.
• Sequence the steps of making pottery.
• Describe how artists can create work connected to the world around them.
• Describe what makes Kehinde Wiley’s portraits unique.
• Explain how the texture of a surface can affect artwork created on it.
• Explain what a sculpture is.
• Describe what makes James Turrell’s artwork about the sky unique.
• Explain what a museum is and what kinds of things you can see or do there.

Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.

• Georgia O’Keeffe por Erica Salcedo
• Yayoi Kusama: De aquí al infinito por Sarah Suzuki
• Tejedora del arcoíris por Linda Elovitz Marshall
• Las tijeras de Matisse por Jeanette Winter
• El museo por Susan Verde
• Quizás algo hermoso: Cómo el arte transformó un barrio por F. Isabel Campoy

Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.

• Guía del maestro: El arte y el mundo que nos rodea
• Cuaderno de actividades: El arte y el mundo que nos rodea
• Tarjetas de imágenes: El arte y el mundo que nos rodea
• Componentes digitales: El arte y el mundo que nos rodeas

Why we added this unit:
This domain introduces students to adventure stories set around the world and challenges students to dig into the adventures through research. By listening to the Read-Alouds and trade books, students increase their vocabulary and reading comprehension skills, learn valuable lessons about perseverance and teamwork, and become familiar with gathering information for research.

In this unit, students study the careers of real-world explorers Dr. Eugenie Clark and Sophia Danenberg, marvel at the inventions of Jacques Cousteau, think critically about how teamwork and collaboration can make greater adventures possible, learn about the science and technology that enable adventures, and research some of the ways humans have confronted challenges at the edges of the world, from the oceans below to space above.

Each lesson in the domain builds students’ research skills as they ask questions, gather information, and write a paragraph about their findings. Students share what they have learned about adventures in an Adventure Gallery Walkthrough. By taking on the persona of one of the adventurers they meet in the Read-Alouds and trade books, students deliver their final paragraphs as if they are a “speaking portrait” of that person. Students are invited to dress up as that adventurer if they desire.

In addition, teachers can set aside time outside the instructional block to create the picture frames students will hold as they present to the Adventure Gallery Walk guests. Frames can be made from shirt boxes, cardboard, construction paper, or any art supplies that are on hand. This might be an opportunity to collaborate with the school’s art department if resources are available. Another option is to ask students to make their frames at home with their caregivers. On the day of the Adventure Gallery Walk, students will be the hosts and take on specific jobs, such as welcoming the guests, describing their work throughout the unit, and pointing out the areas of study on the domain bulletin board. You can find a complete list of student jobs in Lesson 13.

How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered in the previous grade.

• Rimas y fábulas infantiles (Kindergarten)
• Cuentos (Kindergarten)

The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Cuentos de aventuras: relatos desde los confines de la Tierra. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.

Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.

• My Name Is Gabito/Me llamo Gabito por Monica Brown
• Galápagos Girl/Galapagueña por Marsha Diane Arnold
• My Name Is Gabriela/Me llamo Gabriela por Monica Brown
• El viaje de Kalak por María Quintana Silva y Marie-Noëlle Hébert
• Señorita Mariposa por Ben Gundersheimer
• Sharuko, el arqueólogo peruano/Peruvian Archaeologist Julio C. Tello por Monica Brown
• Abuelita fue al mercado por Stella Blackstone

Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.

• Guía del maestro: Cuentos de aventuras: relatos desde los confines de la Tierra
• Cuaderno de actividades: Cuentos de aventuras: relatos desde los confines de la Tierra
• Tarjetas de imágenes: Cuentos de aventuras: relatos desde los confines de la Tierra
• Componentes digitales: Cuentos de aventuras: relatos desde los confines de la Tierra

Why we added this unit:
With this domain, students head up, up, and away with an introduction to the soaring history of aviation. Students learn the stories of early aviators, such as the Montgolfier brothers, the Wright brothers, Aida de Acosta, and Amelia Earhart.

During the unit, students study the science of flight, including the physics concept of lift, and research the social impacts of the world of flight. Finally, students let their research skills take flight as they explore key figures from the world of aviation.

The lessons in this domain build on earlier Grade 2 Caminos domains about the westward expansion, early Greek civilizations, and Greek myths, and lay the foundation for learning about other periods of world history in future grades.

How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered earlier in the year.

• La civilización griega antigua (Grade 2)
• Mitos griegos (Grade 2)
• La expansión hacia el oeste (Grade 2)

The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in ¡A volar! La era de la aviación. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.

Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.

• ¡A volar! Todo sobre aviones por Jennifer Prior
• Amelia sabe volar por Mara dal Corso
• Héroes de la aviación que cambiaron el mundo por Dan Green
• El niño que alcanzó las estrellas por José M. Hernández
• La niña que aprendió a volar por Sylvia Acevedo
• Buenas Noches Capitán Mamá por Graciela Tiscareño-Sato

Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.

• Guía del maestro: ¡A volar! La era de la aviación
• Cuaderno de actividades: ¡A volar! La era de la aviación
• Tarjetas de imágenes: ¡A volar! La era de la aviación
• Componentes digitales: ¡A volar! La era de la aviación

Why we added this unit:
This domain teaches students about the vibrant music, poetry, and culture of the Jazz Age in the United States. Students learn about famous writers and musicians like Langston Hughes, Louis Armstrong, Billie Holiday, Melba Liston, Tito Puente, and Miles Davis. They study how the jazz art form took root in the South, then spread to the North to become the sound of the Harlem Renaissance, eventually connecting people around the world in musical expression.

During this unit, students perform guided research to further explore both the history of jazz and what jazz is today. They develop research skills and then use those skills to find deeper connections between the stories and music of the Jazz Age and music today. As students learn about the world of jazz, they collaborate and share ideas with their classmates. They also practice sharing feedback focused on their written work, and, at the end of the unit, students present their research to the group.

The lessons give students opportunities to dive into the rhythms and stories of jazz, utilizing the knowledge sequence in this unit to:

• Collaboratively generate research questions about jazz, jazz musicians, contemporary musicians from the state where they live or have lived, and the evolution of jazz music.
• Utilize Read-Alouds, independent reading, and partner reading to learn about the Jazz Age, the Harlem Renaissance, jazz music, and biographies of celebrated jazz musicians and writers.
• Research the answers to their generated questions, gather information, write a short research essay about a famous jazz musician, write a short essay about a contemporary musician from the state where they live or have lived, and give a presentation about their research.

How this unit builds knowledge:
Within this unit, students have opportunities to:

• Ask relevant questions and make pertinent comments
• Identify details in texts
• Determine key ideas of texts by evaluating details
• Make text-based inferences
• Generate questions based on prior knowledge and gathered information
• Synthesize details across texts to demonstrate comprehension
• Discuss and explain an author’s purpose
• Identify and cite reliable primary and secondary sources of information
• Compose a well-organized and focused informative essay
• Make connections between topics
• Present information using appropriate media

Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.

• ¡Esquivel! Un artista del sonido de la era espacial por Susan Wood
• Ray Charles por Sharon Bell Mathis
• Tito Puente, el Rey del Mambo por Monica Brown
• Me llamo Celia, la vida de Celia Cruz por Monica Brown
• ¡Azúcar! por Ivar Da Coll

In this unit, students also read the poem “Harlem” by Langston Hughes. (Available for free through the Academy of American Poets website and the Poetry Foundation website, with recorded audio available through the website for John Hancock College Preparatory High School.)

Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.

• Guía del maestro: Jazz y más
• Cuaderno de actividades: Jazz y más
• Targetas de imágenes: Jazz y más
• Componentes digitales: Jazz y más

Why we added this unit:
With this domain, students become tomorrow’s problem solvers in this study of energy in the United States. Analytical reading skills are developed by examining the challenges of early energy innovators. Students then read about current energy practices and young energy change-makers across the world.

Throughout the unit, students conduct research into different sources of energy and present a proposal, putting them in the shoes of future energy innovators. They also use the knowledge sequence in this unit to:

• Collaboratively analyze texts to identify cause-effect and problem-solution relationships.
• Generate questions and conduct research about energy.
• Write an opinion essay making their case for a fuel of the future.
• Create energy proposals using primary and secondary resources.

How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered in previous grades as well as earlier in the year.

• Plantas (Grade K)
• La historia de la Tierra (Grade 1)
• ¡Eureka! Estudiante inventor (Grade 4)

The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Energía: pasado, presente y futuro. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.

Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.

• La historia de los combustibles fósiles por William B. Rice
• El niño que domó el viento por William Kamkwamba y Bryan Mealer

Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.

• Guía del maestro: Energía: pasado, presente y futuro
• Cuaderno de actividades: Energía: pasado, presente y futuro
• Tarjetas de imágenes: Energía: pasado, presente y futuro

Why we added this unit:
Within this domain, Students learn about General Granger’s announcement in Galveston, Texas on June 19, 1865, a day marked in history as Juneteenth. Texts and multimedia sources will support foundational knowledge-building about the end of slavery in the United States. A review of the first freedom announcement, President Lincoln’s Emancipation Proclamation, provides students with background knowledge to further emphasize the significance of Juneteenth in American history.

This unit also takes students on a journey beyond Juneteenth, as they study specific contributions of African Americans from 1865 to the present day. Students participate in a virtual field trip to Emancipation Park in Houston, Texas and use the knowledge sequence in this unit to:

• Collaboratively generate research questions about Juneteenth, The Great Migration, innovators and inventors, education, the humanities, activists, and allies.
• Use Read-Alouds, independent, and partner reading to learn about African American contributions from 1865 to the present.
• Research to find answers to their generated questions, gather information, and write a four-chapter Beyond Juneteenth book.

How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered in previous grades.

• Los nativos americanos (Grade K)
• Una nueva nación: la independencia de los Estados Unidos (Grade 1)
• La Guerra Civil de los Estaods Unidos (Grade 2)
• La inmigración (Grade 2)
• Los nativos americanos (Grade 5)

The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Más allá de Juneteenth: de 1865 al presente
. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.

Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.

• Martí’s Song for Freedom/Martí y sus versos por la libertad escrito por Emma Otheguy
• ¡Celebremos Juneteenth! escrito por Carole Boston Weatherford
• Side by Side/Lado a Lado: The Story of Dolores Huerta and Cesar Chavez/La Historia de Dolores Huerta y César Chávez escrito por Monica Brown
• Canto de alabanza para el día: Poema para la ceremonia inaugural del mandato de Barack Obama escrito por Elizabeth Alexander, traducido por Rodrigo Rojas

Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.

• Guía del maestro: Más allá de Juneteenth: de 1865 al presente
• Cuaderno de actividades: Más allá de Juneteenth: de 1865 al presente
• Tarjetas de imágenes: Más allá de Juneteenth: de 1865 al presente
• Componentes digitales: Más allá de Juneteenth: de 1865 al presente

Each book in our authentic literature collection was selected specifically to support and enhance the content of the K-2 Conocimiento Strand. These anchor texts are intended for use as an introduction to each domain—engaging students, piquing their curiosity, and building initial background knowledge—before diving into the deeper content of the domain Read-Alouds.

Every trade book has an instructional guide that includes the following:

• Author and illustrator
• Book summary
• The Essential Question of the Knowledge domain, connecting the book to the domain
• Key Tier 2 and Tier 3 vocabulary words found in the book
• A group activity to reinforce and extend students’ knowledge and understanding
• A performance task to help gauge students’ comprehension of concepts in the text
• Writing prompts to expand understanding and critical thinking
• Text complexity ratings and descriptors for quantitative, qualitative, and reader/task categories

Download the Amplify Caminos Trade Book Collection Guide for Grades K–2.
Detailed information about text complexity ratings and descriptors; additional uses for the books before, during, and after domain instruction; and the complete list of domains and books for each grade level can be found in the More About the Books section of this guide.

Conocimiento Strand:

• Guía del maestro, Conocimiento 12: Presidentes y símbolos de los Estados Unidos
• Cuaderno de Actividades, Conocimientos 7–12
• Rotafolio de imágenes, Conocimiento 12
• Tarjetas de imágenes, Conocimiento 12

Lectoescritura Strand:

• Guía del maestro, Lectoescritura 6
• Libro de lectura, Lectoescritura 6: La barca Rosa
• Libro grande, Lectoescritura 6
• Cuaderno de actividades, Lectoescritura 6

Conocimiento Strand:

• Guía del maestro, Conocimiento 12: Luchar por una causa
• Cuaderno de actividades, Conocimientos 7–12
• Rotafolio de imágenes, Conocimiento 12
• Tarjetas de imágenes, Conocimiento 12

Lectoescritura Strand:

• Guía del maestro, Lectoescritura 3
• Libro de lectura, Lectoescritura 3: El Club Amigos
  del Mundo
• Cuaderno de actividades, Lectoescritura 3

Integrated Strand

• Guía del maestro, Unidad 2: Las primeras civilizaciones americanas
• Libro de lectura, Unidad 2
• Cuaderno de actividades, Unidad 2