Oo Unit 2 - Core Knowledge Foundation

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Ssd e f ghijkOE G H I JKLvwxrG gp q s t uyHIJmBJKLMNOcdefghCore Knowledge Language Arts Skills StrandCDEFGrade 1FfYZABCDEFGe f gd e f g h i j k lpqrstnoABKLMNOabHIUVTRSijklmnopGCD FGEwxyzaPQbcAcdOoKLMNzalAvTU V W X Y ZRSq stunop rUnit2Kk l mTeacher GuideGDaSa b

Unit 2Teacher GuideSkills StrandGrade 1Core Knowledge Language Arts

Creative Commons LicensingThis work is licensed under a Creative Commons AttributionNonCommercial-ShareAlike 3.0 Unported License.You are free:to Share — to copy, distribute and transmit the workto Remix — to adapt the workUnder the following conditions:Attribution — You must attribute the work in thefollowing manner:This work is based on an original work of the CoreKnowledge Foundation made available throughlicensing under a Creative Commons AttributionNonCommercial-ShareAlike 3.0 Unported License. Thisdoes not in any way imply that the Core KnowledgeFoundation endorses this work.Noncommercial — You may not use this work forcommercial purposes.Share Alike — If you alter, transform, or build upon thiswork, you may distribute the resulting work only underthe same or similar license to this one.With the understanding that:For any reuse or distribution, you must make clear toothers the license terms of this work. The best way todo this is with a link to this web 3.0/Copyright 2013 Core Knowledge Foundationwww.coreknowledge.orgAll Rights Reserved.Core Knowledge Language Arts, Listening & Learning,and Tell It Again! are trademarks of the Core KnowledgeFoundation.Trademarks and trade names are shown in this book strictlyfor illustrative and educational purposes and are the propertyof their respective owners. References herein should notbe regarded as affecting the validity of said trademarks andtrade names.

Table of ContentsUnit 2Teacher GuideAlignment Chart for Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vIntroduction to Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Lesson 1: Vowel Digraph ‘ee’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Lesson 2: Tricky Words; Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Lesson 3: Vowel Digraph ‘a e’. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Lesson 4: Review Vowel Digraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Lesson 5: Tricky Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Lesson 6: Vowel Digraph ‘i e’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Lesson 7: Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Lesson 8: Vowel Digraph ‘o e’. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Lesson 9: Tricky Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Lesson 10: Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Lesson 11: Nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Lesson 12: Vowel Digraph ‘u e’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76Lesson 13: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Lesson 14: Tricky Words; Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87Lesson 15: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Lesson 16: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Lesson 17: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99Lesson 18: Review/Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104Lesson 19: Review/Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107Pausing Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143Workbook Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

Alignment Chart for Unit 2The following chart demonstrates alignment between the Common Core StateStandards and corresponding Core Knowledge Language Arts (CKLA) goals.Alignment Chart for Unit 2Lesson123456789 10 11 12 13 14 15 16 17 18 19Key Ideas and DetailsSTD RL.1.1Ask and answer questions about key details in a text.CKLAGoal(s)Ask and answer questions(e.g., who, what, where,when), orally or in writing,requiring literal recall andunderstanding of the details,and/or facts of a fiction textread independentlySTD RL.1.3Describe characters, settings, and major events in a story, using key details.CKLAGoal(s)Use narrative language todescribe characters, setting,things, events, actions, ascene, or facts from a fictiontext that has been readindependently Integration of Knowledge and IdeasSTD RL.1.7Use illustrations and details in a story to describe its characters, setting, or events.CKLAGoal(s)Talk about the illustrationsand details from a fictiontext read independently,to describe its characters,setting, or events Range of Reading and Level of Text ComplexitySTD RL.1.10With prompting and support, read prose and poetry of appropriate complexity for Grade 1.CKLAGoal(s)Read (with a partner or alone)and understand decodabletext of appropriatecomplexity for Grade 1 thatincorporates the specificcode knowledge taught Reading Standards for Foundational Skills: Grade 1Print ConceptsSTD RF.1.1Demonstrate understanding of the organization and basic features of print.STD RF.1.1aRecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).CKLAGoal(s)Recognize the distinguishingfeatures of a sentence (e.g.,first word capitalization,punctuation) Unit 2 Alignment Chart 2013 Core Knowledge Foundationv

Alignment Chart for Unit 2Lesson123456789 10 11 12 13 14 15 16 17 18 19STD RF.1.2Demonstrate understanding of spoken words, syllables, and sounds (phonemes).STD RF.1.2aDistinguish long from short vowel sounds in spoken single-syllable words.CKLAGoal(s)Distinguish long from shortvowel sounds in spokensingle-syllable wordsSTD RF.1.2bOrally produce single-syllable words by blending sounds (phonemes), including consonant blends.CKLAGoal(s)Orally produce single syllablewords with various voweland consonant sounds byblending the soundsSTD RF.1.2cIsolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.STD RF.1.2dSegment spoken single-syllable words into their complete sequence of individual sounds (phonemes).CKLAGoal(s)Segment and blendphonemes to form onesyllable words Phonics and Word RecognitionSTD RF.1.3bDecode regularly spelled one-syllable wordsCKLAGoal(s)Read and/or write onesyllable words thatinclude letter-soundcorrespondences taughtSTD RF.1.3cKnow final –e and common vowel team conventions for representing long vowel sounds.CKLAGoal(s)Read and/or write longvowel sounds spelled withthe following vowel digraphteams: /ae/ spelled ‘a e’,‘ai,’ ‘ay’/ie/ spelled ‘i e’ /ue/ spelled ‘u e’/oe/ spelled ‘o e’, ‘oa’/ee/ spelled ‘ee’STD RF.1.3gCKLAGoal(s)Recognize and read grade-appropriate irregularly spelled words.Read and/or write TrickyWords:Unit 2: he, she, we, be, me,they, their, my, by, you, your FluencySTD RF.1.4aRead grade-level text with purpose and understanding.CKLAGoal(s)Read decodable text thatincorporates the lettersound correspondencestaught, with purpose andunderstandingviUnit 2 Alignment Chart 2013 Core Knowledge Foundation

Alignment Chart for Unit 2Lesson123456789 10 11 12 13 14 15 16 17 18 19STD RF.1.4bRead grade-level text orally with accuracy, appropriate rate, and expression on successive readingsCKLAGoal(s)Read decodable text thatincorporates the letter-soundcorrespondences taught,with increased accuracy,appropriate rate, andexpression on successivereadings Speaking and Listening Standards: Grade 1Presentation of Knowledge and IdeasSTD SL.1.5Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.CKLAGoal(s)Add drawings or othervisual displays to oral orwritten descriptions whenappropriate to clarify ideas,thoughts, and feelingsSTD SL.1.6Produce complete sentences when appropriate to task and situation. (See Grade 1 Language Standards 1 and3 on page 36 for specific expectations.)CKLAGoal(s)Produce complete sentenceswhen appropriate to task andsituation Language Standards: Grade 1Conventions of Standard EnglishSTD L.1.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.STD L1.1aPrint all upper- and lowercase letters.CKLAGoal(s)Write from memory theletters of the alphabetaccurately in upper- andlowercase formSTD L.1.1bUse common, proper, and possessive nouns.CKLAGoal(s)Use common, proper, andpossessive nouns orally andin own writingCKLAGoal(s)Identify common and propernounsSTD L.1.1dUse personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).CKLAGoal(s)Use personal, possessive,and indefinite pronounsorally and in own writingSTD L.1.1fUse frequently occurring adjectives.CKLAGoal(s)Use adjectives orally and inown writing Unit 2 Alignment Chart 2013 Core Knowledge Foundationvii

Alignment Chart for Unit 2Lesson123456789 10 11 12 13 14 15 16 17 18 19STD L.1.1gUse frequently occurring conjunctions (e.g., and, but, or, so, because).CKLAGoal(s)Use frequently occurringconjunctions (e.g., and, but,or, so, because) orally and inwritingSTD L.1.1hUse determiners (e.g., articles, demonstratives).CKLAGoal(s)Use determiners (e.g, the, a,this, that) orally and in writingSTD L.1.1jProduce and expand complete simple and compound declarative, interrogative, imperative, and exclamatorysentences in response to prompts.CKLAGoal(s)Build simple and compounddeclarative, interrogative,and exclamatory sentencesorally in response to promptsSTD L.1.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling whenwriting.STD L.1.2bUse end punctuation for sentences.CKLAGoal(s)Identify and use endpunctuation, includingperiods, question marks, andexclamation points, in writingSTD L.1.2dUse conventional spelling for words with common spelling patterns and for frequently occurring irregular words.CKLAGoal(s)Spell and write one-syllablewords using the letter-soundcorrespondences taught inGrade 1, using the IndividualCode Chart as needed CKLAGoal(s)Spell and write highfrequency Tricky Words Vocabulary Acquisition and UseSTD L.1.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 1reading and content, choosing flexibly from an array of strategies.STD L.1.6Use words and phrases acquired through conversations, reading and being read to, and responding to texts,including using frequently occurring conjunctions to signal simple relationships (e.g., because).CKLAGoal(s)Use words and phrasesacquired throughconversations, readingand being read to, andresponding to texts, includingusing frequently occurringconjunctions to signal simplerelationships (e.g., because) objectives throughout the domain, they are designated here as frequently occurring goals. These goals are addressed in all lessons in this domain. Rather than repeat these goals as lessonviiiUnit 2 Alignment Chart 2013 Core Knowledge Foundation

Introduction to Unit 2Week OneDay 1 (Lesson 1)Day 2 (Lesson 2)Day 3 (Lesson 3)Day 4 (Lesson 4)Day 5 (Lesson 5)Warm-Up: Flip BookReview (10 min)Warm-Up: NounIdentification and Sound/Spelling Review (10 min)Introducing the Sound:The New Sound (10 min)Warm-Up: NounIdentification (5 min)Chaining: Pop-OutChaining (10 min)Introducing the Sound:Hearing Medial Sounds(5 min)Chaining: TeacherChaining (10 min)Introducing the Spelling:Teacher Modeling;Digraph Dictation(30 min)Chaining: Pop-OutChaining (15 min)Tricky Words: TrickyWord Cards (10 min)Introducing the Spelling:Teacher Modeling(10 min)Grammar: IdentifyingProper Nouns (10 min)Small Group: Reread“Gran’s Trips” or “ThePet” (20 min)Demonstration Story:“Wong from Hong Kong”(20 min)Whole Group ReadingTime: “Where is Wong?”(25 min)Small Group: Writing theSpellings and Word Box(10 min)Tricky Words: TrickyWord Cards (10 min)Small Group: “Wongfrom Hong Kong”(20 min)Small Group: “Where isWong?” (15 min)Demonstration Story:“Gran’s Trips” (25 min)Demonstration Story:“The Pet” (20 min)60 min.60 min.60 min.60 min.60 min.Day 6 (Lesson 6)Day 7 (Lesson 7)Day 8 (Lesson 8)Day 9 (Lesson 9 )Day 10 (Lesson 10)Introducing the Sound:Hearing Medial Sounds(5 min)Warm-Up: IdentifyingProper Nouns (5 min)Chaining: Pop-OutChaining (10 min)Warm-Up: IndividualCode Chart and NounReview (10 min)Warm-Up: SpeedySound Hunt (5 min)Introducing the Spelling:Teacher Modeling;Digraph Dictation(35 min)Wiggle Cards (5 min)Introducing the Sound:Hearing Medial Sound(10 min)Grammar: Noun Hunt(10 min)Tricky Words: TrickyWord Cards (10 min)Partner Reading: “TheSwim Meet” (20 min)Tricky Word BaseballGame (15 min)Introducing the Spelling:Teacher Modeling;Digraph Dictation(40 min)Chaining: Pop-OutChaining (10 min)Teacher Demonstration:“Bug Glass” (20 min)Small Group: Rereadingfrom Gran (30 min)Small Group: “BugGlass” (25 min)60 min.60 min.Week TwoTeacher Demonstration:“At the Reef” (15 min)Reread: “At the Reef”(20 min)60 min.60 min.60 min.Unit 2 Introduction 2013 Core Knowledge Foundation1

Week ThreeDay 11 (Lesson 11)Day 12 (Lesson 12)Day 13 (Lesson 13)Day 14 (Lesson 14)Day 15 (Lesson 15)Grammar: IdentifyingNouns That Name Places(5 min)Introducing the Sound:Hearing Medial Sounds(10 min)Warm-Up: Noun Hunt(5 min)Warm-Up: Wiggle Cards(5 min)Tricky Words: TrickyWord Cards (10 min)Chaining: Pop-OutChaining (15 min)Introducing the Spelling:Teacher Modeling;Digraph Dictation(25 min)Digraph Dictation(10 min)Tricky Words: TrickyWord Cards (5 min)Teacher Demonstration:“King and Queen”(25 min)Review of Tricky Words(10 min)Teacher Demonstration:“Fuzz and Mel” (25 min)Partner Reading: “TheSweet Shop” (20 min)Tricky Word BaseballGame (20 min)Small Group: ReviewSpellings, Tricky Words,and Grammar (25 min)Small Group: Readingand Writing Words withSeparated Digraphs(25 min)Small Group: Rereadingfrom Gran (30 min)60 min.60 min.60 min.Day 16 (Lesson 16)Day 17 (Lesson 17)Day 18 (Lesson 18)Day 19 (Lesson 19)Warm-Up: Tricky WordSpelling Bee (10 min)Warm-Up: NounIdentification (5 min)Assessment: ReadingDigraphs and Spellings(will vary)Warm-Up: IdentifyingNouns (5 min)Small Group: ReviewSpellings, Tricky Words,and Grammar; rereadingfrom Gran (50 min)Partner Reading: “TheTrip West (25 min)Wiggle CardsAssessment: GrammarWiggle Cards (5 min)Assessment:Comprehension(will vary)Small Group: RereadingStories from Gran60 min.60 min.Small Group: Word Sort(15 min)Partner Reading:“The Tape” (15 min)60 min.60 min.Week FourSmall Group: ReviewSpellings, Tricky Words,and Grammar (25 min)60 min.60 min.Sound-Spelling CorrespondencesIn Unit 2, you will introduce five vowel sounds and the most common (or leastambiguous) spelling for each sound: /ee/ spelled ‘ee’ as in seed /ae/ spelled ‘a e’ as in cake /ie/ spelled ‘i e’ as in line /oe/ spelled ‘o e’ as in hope /ue/ spelled ‘u e’ as in cubeThe digraph ‘ee’ and the separated digraphs were taught in Unit 10 of theKindergarten curriculum, so some or all of this may be review for students.2Unit 2 Introduction 2013 Core Knowledge Foundation

Separated DigraphsIf you prefer, you can alsouse the term split digraphor letter team.The ‘ee’ spelling for /ee/ is a vowel digraph similar to the consonant digraphsstudents have already learned (‘ch’, ‘sh’, ‘ng’, etc.). The spellings for thesounds /ae/, /ie/, /oe/, and /ue/ are also digraphs, but they are digraphs of adifferent sort. In CKLA we call them separated digraphs. The two letters are stillworking together (as a letter team) to stand for a single sound, but the lettersare separated from each other by another spelling. The intervening spelling willalways be a consonant spelling, and it will generally be a single-letter spellingas in same, wide, tone, and cute. There are a few words in English in whicha consonant digraph stands between the two parts of the separated voweldigraph: ache is one example. These are not taught in Grade 1 of CKLA.Strategy for Reading Separated DigraphsReading separated digraphs involves a significant departure from the leftto-right letter-sound decoding students have employed up to this point.Students have been taught to read from left to right, but in order to readwords with separated digraphs, they need to begin scanning to the right andthen glancing back again to the left.Consider what is involved in reading the following three words to get a senseof what students are trying to accomplish: ham, sham, shame. To read ham, the reader needs to inspect each letter, remember which soundeach letter represents, and then blend the three sounds together. To read sham, the reader must do all of these things, but must also recognizethat ‘s’ and ‘h’ are a letter team. The reader may need to discard a firstimpression that the word begins with two consonant sounds, /s/ followed by /h/. To read shame, the reader must perform all of the tasks mentioned above whilealso scanning ahead, spotting the letter ‘e’, connecting the letter ‘e’ to the letter‘a’, and remembering that these letters stand for the /ae/ sound. When you addall of these things together, you have a complicated procedure that studentsmust practice many times before it becomes automatic.Marking and Pointing TricksOne of the goals of this unit is to help students learn to see and processseparated digraphs as single spelling units. Here are a few ideas about howyou can do that.First of all, there are marking conventions that point out the connectionbetween the letters. In the Teacher Guide we use a caret placed below theletters to show the connection between the letters of a separated digraph:bikeUnit 2 Introduction 2013 Core Knowledge Foundation3

Some teachers prefer to mark the connection with an arch over the top:bikeStudents can be asked to circle the letters and letter teams that stand forindividual sounds. They can make an amoeba-like shape that encompassesthe ‘i’ and the ‘e’ in bike, like this:bikeYou can also reinforce the connection by using a pointing trick. Whenpointing to single-letter spellings or normal digraphs (written with letterssounded side by side), use a single pointing finger. When you point to a splitdigraph, pop out a second finger to make a “V” sign, with one finger pointingat the first letter in the separated digraph and the other pointing at the final‘e’.bike bikebikeNote that the

Table of Contents Unit 2 Teacher Guide Alignment Chart for Unit 2 . v Introduction to Unit 2 . .1 Lesson 1: Vowel Digraph ‘ee’ .8 Lesson 2: Tricky Words; Nouns . . 18 Lesson 3: Vowel Digraph ‘a_e’. . 25 Lesson 4: Review Vowel Digraphs. 31 Lesson 5: Tricky Words . . 36 Lesson 6: Vowel Digraph ‘i_e’ . 42

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