Kids Excel

Too much mail

95

How to Skip a Rock

I was standing by the side of Lake Cayman with ace
rock skipper Moe Keller.

Moe, who is eleven, was telling me how to skip a
rock.

“For starters,” he said, “you have to pick a good
rock. You want one that is smooth and flat.”

Moe bent down and scooped up some rocks. He
held them in his hands for me to see.

96

A handful of good skipping rocks

“Here are some rocks that are just begging to be
skipped! See how nice and flat they are?”

Moe picked one of the rocks. It was small, thin,
smooth, and gray. It was two inches from end to end.
He held it in his hand so I could see it.

97

“You want to hold it in your hand, with the flat
side down. Wrap the side of the rock with your index
finger, like this. Then sling it. It’s best to toss sidearm.
You don’t want to aim it down at the lake too much.
You want the rock to be whizzing just inches from the
top of the lake. And, as you let go of the rock, you
want to snap your wrist so the rock starts spinning.”

98

Moe skips a rock.

99

I looked on as Moe tossed the rock. It went
skittering on the lake. Pitter-pat, pitter-pat, pitter-pat,
pitter-pat. It must have skipped ten or twelve times.

“You want to skip one?” Moe asked.

It did not look hard when Moe did it. So I bent
down and picked up a rock. I wrapped the rock in
my finger. Then I flung it sidearm at the lake.

The rock struck the lake and sank. I can’t say it sank
like a rock since it was a rock. The point is, it did not
skip.

“When the rock sinks like that, we say it’s a plonk,”
said Moe. “That’s not what we want to see.”

I picked up a rock and tossed it.

Plonk!

“Snap your wrist!” Moe called.

I snapped my wrist as well as I could.

Plonk!

100

My plonk

101

“You are so close,” said Moe. “Let me help you.” He
came up to my side and pointed out how to toss the
rock.

I tossed the rock. This time it was different. The
rock hit the top of the lake and went pitter-pat. It was
just three skips, but it felt awesome.

“Rock solid!” shouted Moe.
I soon found out that Moe, as a rock-skipper, likes
to use the word rock. He sticks it in whenever he gets
a chance.
I skipped a bunch of rocks. I got one to skip five
times.
Moe yelled, “You rock!”
The next rock I tossed skipped six times.
“It’s like magic!” I said. “It’s cool! I’m hooked!” 

102

Mark’s second try

103

Letting the Ducks Out

As we roamed by the lake, Moe Keller gave me a
lesson on rock skipping as a sport.

“What matters?” I asked. “Is it how far the rock
skips or the number of times it skips?”

“Well,” said Moe, “here in the United States what
matters is the number of times the rock skips. But
in the United Kingdom it’s not like that. Over there
what matters is how far the rock goes. Also, over
there in the United Kingdom it is not named rock
skipping.”

104

United
Kingdom

United States

“What is it named?”
“Stone skiffing.”
“Skiffing? I like the sound of that!”
When Moe saw that I liked the word skiffing, he
reeled off a list of names for skipping rocks. “In
Denmark it is named smutting. In Spain it’s making
whitecaps. In Poland it’s letting the ducks out.”
“Letting the ducks out? Are you kidding?”
“No joke. That’s what they say.”

105

“Why do they say that?”
Moe shrugged, “I’m not sure.”
“Let’s focus on the number of skips,” I said. “What’s
a good number?”
“15 is not bad. 20 is good. 30 is awesome. The
record number of skips ever is 51.”
“51? And I was so proud of my six skips!”
“Well,” Moe said, “you are just starting out.”
“I think you said you went to a stone skiffing
contest in the United Kingdom. How did it go? Did
you skiff your way to a prize?” I asked.
“I had one great skiff,” said Moe. “It landed me in
fifth place.”
“Out of?”
“Out of a hundred or so skiffers.”

106

107

“That’s so cool!” I said, patting him on the back.
“Bravo! That’s the way to let the ducks out!”

Moe smiled. “Want to see a snapshot?” he asked.
I nodded.
Moe got out a snapshot of him with his prize.
“My goal for the next trip over there is to be in the
top three,” he said.
“Rock on!” I said. 

108

109

About this Book

This book has been created for use by students learning to read with the Core
Knowledge Language Arts. Readability levels are suitable for early readers. The book
has also been carefully leveled in terms of its “code load,” or the number of spellings
used in the stories.

The English writing system is complex. It uses more than 200 spellings to stand
for 40-odd sounds. Many sounds can be spelled several different ways, and many
spellings can be pronounced several different ways. This book has been designed
to make early reading experiences easier and more productive by using a subset of
the available spellings. It uses only spellings that students have been taught to sound
out as part of their phonics lessons, plus a handful of tricky words, which have also
been deliberately introduced in the lessons. This means that the stories will be 100%
decodable if they are assigned at the proper time.

As the students move through the program, they learn new spellings and the “code
load” in the decodable readers increases gradually. The code load graphics on this
page indicate the number of spellings students are expected to know in order to read
the first story of the book and the number of spellings students are expected to know
in order to read the final stories in the book. The columns on the inside back cover
list the specific spellings and tricky words students are expected to recognize at the
beginning of this reader. The bullets at the bottom of the inside back cover identify
spellings, tricky words, and other topics that are introduced gradually in the unit this
reader is designed to accompany.

Visit us on the web at www.coreknowledge.org

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
Michelle L. Warner, Senior Editor - Listening & Learning Kim Berrall
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
Robin Luecke ScribeConcepts.com
Rosie McCormick
Cynthia Peng ADDITIONAL CONSULTING SERVICES
Liz Pettit
Ellen Sadler Ang Blanchette
Deborah Samley Dorrit Green
Diane Auger Smith Carolyn Pinkerton
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.

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.

WRITERS ILLUSTRATORS AND IMAGE SOURCES

Matt Davis, Core Knowledge Staff Cover: Shutterstock; Title Page: Shutterstock; 1: Shutterstock;
2: Shutterstock; 4: SuperStock; 5 (left): Shutterstock; 5 (center):
Shutterstock; 5 (right): SuperStock; 6: SuperStock; 7: SuperStock;
8: SuperStock; 9: SuperStock; 10: SuperStock; 11: SuperStock; 13:
SuperStock; 14 (left): Shutterstock; 14 (center): Shutterstock; 14
(right): SuperStock; 15: Shutterstock; 16: Shutterstock; 17: SuperStock;
18: Shutterstock; 19: Core Knowledge Staff; 20: Shutterstock; 22:
SuperStock; 23: Shutterstock; 24: SuperStock; 25: Shutterstock; 27:
Shutterstock; 28: SuperStock; 29: SuperStock; 31: SuperStock; 32:
SuperStock; 33: Shutterstock; 35: SuperStock; 36: SuperStock; 37:
Shutterstock; 38: SuperStock; 39: Shutterstock; 40: SuperStock; 41:
Shutterstock; 43: SuperStock; 44: SuperStock; 45 (left): Shutterstock; 45
(right): SuperStock; 46: Shutterstock; 48: Shutterstock; 49: Shutterstock;
51: Shutterstock; 53: SuperStock; 54: Shutterstock; 55: Shutterstock;
56: Shutterstock; 57: SuperStock; 58: Shutterstock; 59: Shutterstock;
60: Shutterstock; 61: Shutterstock; 63: Shutterstock; 64: Shutterstock;
65: Shutterstock; 66: Shutterstock; 67: Shutterstock; 68: SuperStock;
69: SuperStock; 71: Shutterstock; 72: Shutterstock; 73: SuperStock;
75: SuperStock; 76 : SuperStock; 76 (background): Shutterstock; 77:
Shutterstock; 79: SuperStock; 80: Shutterstock; 82: Shutterstock; 83:
Shutterstock; 85: Shutterstock; 86: SuperStock; 87: SuperStock; 88:
SuperStock; 89: Shutterstock; 90: Shutterstock; 91: Shutterstock; 92:
Shutterstock; 93: Shutterstock; 95: Shutterstock; 96: Shutterstock; 97:
Shutterstock; 99: SuperStock; 101: Shutterstock; 103: Shutterstock; 104:
Shutterstock; 105: Shutterstock; 107: Shutterstock; 109: 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.

Code Knowledge assumed at the beginning of this reader:

Vowel Sounds and Consonant Sounds /w/ as in wet, when
Spellings: and Spellings: /l/ as in lip, bell
/r/ as in red, ferret, wrist
/i/ as in sit /p/ as in pot, sipping /y/ as in yes
/e/ as in bed /b/ as in bat, rabbit /sh/ as in ship
/a/ as in hat /t/ as in top, nutty, marked, /x/ as in tax
/u/ as in but /qu/ as in quit
/o/ as in hot lapsed
/ae/ as in cake /d/ as in dog, add, hogged Tricky Words:
/ie/ as in bite /k/ as in cat, kid, hiccup,
/oe/ as in home the, a, he, she, we, be,
/ue/ as in cute back me, was, from, of, to, do,
/ee/ as in bee /g/ as in get, egg down, how, what, where,
/aw/ as in law /ch/ as in chop, itch why, once, one, two, could,
/oo/ as in soon /j/ as in jet, gem, large would, should, there, said,
/oo/ as in look /f/ as in fat, stuff says, word, I, you, your, my,
/ou/ as in shout /v/ as in vet, twelve by, have, here, all, who, no,
/oi/ as in oil /s/ as in sit, dress, cent, rinse, go, so, are, were, they, their,
/er/ as in her some
/or/ as in for prince
/ar/ as in car /z/ as in zip, buzz, dogs
/th/ as in thin
/th/ as in them
/m/ as in man, drumming
/n/ as in not, grinning, knock
/ng/ as in song, pink
/h/ as in hot

Code Knowledge added gradually in the unit for this reader:

• Beginning with “The Spelling Bee”: /ae/ as in wait, day
• Beginning with “And Then There Were Two”: /ae/ as in paper
• Beginning with “The Swimming Sisters”: /oe/ as in boat, toe, open
• Beginning with “The Big Race”: /ie/ as in tie, biting
• Beginning with “The Soccer Twins, Part 2”: /u/ as in unit, cue
• Beginning with “Jump!”: /aw/ as in paw, Paul
• Beginning with “The Dispute”: /aw/ as in caught

Kids Excel

Unit 3 Reader
Skills Strand
grade 2

The Core Knowledge Foundation
www.coreknowledge.org