The Human Body

Tell It Again!™ Read-Aloud Anthology — Grade 1
Core Knowledge Language Arts® • Listening & Learning™ Strand

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Table of Contents

• Alignment Chart for The Human Body — v
• Introduction to The Human Body — 1
• Lesson 1: Everybody Has a Body — 10
• Lesson 2: The Body's Framework — 22
• Lesson 3: Marvelous Moving Muscles — 31
• Lesson 4: Chew, Swallow, Squeeze, and Churn — 43
• Lesson 5: The Body's Superhighway — 55
• Lesson 6: Control Central: The Brain — 66
• Pausing Point — 76
• Lesson 7: Dr. Welbody's Heroes — 79
• Lesson 8: Five Keys to Health — 91
• Lesson 9: The Pyramid Pantry — 103
• Lesson 10: What a Complicated Network! — 115
• Domain Review — 125
• Domain Assessment — 128
• Culminating Activities — 132
• Appendix — 135

Alignment Chart for The Human Body

This chart lays out the core content goals covered across the ten lessons in this unit. It also shows how those goals connect to the Common Core State Standards, matching each standard with the corresponding objective in the Core Knowledge Language Arts (CKLA) curriculum.

Core Content Objectives (the key facts and ideas students should learn):

• Understand that the human body works as a network of interconnected systems
• Identify five major body systems: skeletal (bones), muscular (muscles), digestive (food processing), circulatory (blood flow), and nervous (brain and nerves)
• Recall basic facts about how each of these five systems functions
• Understand that the heart is a muscle that never stops working
• Explain why exercise and a balanced diet matter for staying healthy
• Identify the brain as the body's control center
• Explain that germs cause disease
• Understand why vaccination helps prevent disease
• Identify Edward Jenner as the scientist who created the first vaccine
• Identify Louis Pasteur as the scientist who discovered pasteurization (a heating process that kills harmful germs in food and drink)
• Explain why exercise, cleanliness, a balanced diet, and adequate rest all matter for health
• Understand the importance of regular medical checkups
• Recognize the food pyramid as one way to represent a balanced diet
• Identify the different food groups that make up a balanced diet

Reading Standards for Informational Text (Grade 1)

Key Ideas and Details

• Students should be able to ask and answer questions about key details in a nonfiction text — including questions that require literal recall as well as questions that call for interpretation, opinion, or an understanding of cause and effect.
• Students should be able to describe how two people, events, ideas, or pieces of information in a text connect to one another.

Craft and Structure

• Students should be able to ask and answer questions to clarify the meaning of unfamiliar words and phrases encountered in informational texts and discussions.

Integration of Knowledge and Ideas

• Students should be able to use illustrations and details within a text to describe its main ideas.
• Students should be able to identify similarities and differences — in illustrations, descriptions, or procedures — either within one informational text or between two related texts.

Range of Reading and Text Complexity

• With guidance, students should be able to listen to and understand informational texts appropriate for grades 1 through 3.

Writing Standards (Grade 1)

Research to Build and Present Knowledge

• With adult support, students should be able to recall information from their own experience, or gather information from given sources, to answer a question.
• With assistance, students should be able to sort and organize facts within a topic area to answer questions.
• Students should be able to generate questions and pull information from multiple sources to answer them.

Speaking and Listening Standards (Grade 1)

Comprehension and Collaboration

• Students should follow agreed-upon discussion rules — for example, listening carefully, raising a hand to speak, taking turns, and using polite language.
• Students should be able to build on others' comments in a conversation, sustaining an exchange of at least six conversational turns while staying on topic.
• Students should be able to ask questions to clear up confusion about a topic or text under discussion.
• Students should be able to ask and answer questions requiring literal recall of details from a text read aloud or presented orally.

Presentation of Knowledge and Ideas

• Students should be able to describe people, places, things, and events using relevant details, expressing their ideas and feelings clearly.
• Students should be able to add drawings or other visuals to their spoken or written descriptions when doing so helps clarify their ideas.
• Students should be able to produce complete sentences when the task calls for it.

Language Standards (Grade 1)

Vocabulary Acquisition and Use

• With adult guidance, students should be able to sort words into categories (such as colors or clothing) to build a sense of the concepts those categories represent.
• Students should be able to identify real-life connections between words and how they're used (for example, noting which places at home feel "cozy").
• Students should learn the meanings of common sayings and expressions.

Additional CKLA Goals

• Identify multiple meanings of words and use them correctly in context
• Share written work with others
• Before listening to a read-aloud, identify aloud what students already know — and what they've previously learned — that connects to the new topic