Kindergarten: Listening & Learning Domain 10 Anthology "Colonial Towns"

This Tell It Again! Read-Aloud Anthology for Colonial Towns and Townspeople contains background information and resources that the teacher will need to implement Domain 10, including an alignment chart for the domain to the Common Core State Standards; an introduction to the domain including necessary background information for teachers, a list of domain components, a core vocabulary list for the domain, and planning aids and resources; 10 lessons including objectives, read-alouds, discussion questions, and extension activities; a Pausing Point; a domain review; a domain assessment; culminating activities; and teacher resources. By the end of this domain, students will be able to:

1. Identify the key characteristics and differences between “towns” and “the country” or “countryside” during the colonial period of American history;
2. Explain that long ago, during the colonial period, families who lived on farms in the country were largely self-sufficient, and all family members had many daily responsibilities and chores;
3. List similarities and differences between modern family life and colonial family life;
4. Identify reasons why people who lived in the country traveled to town;
5. Describe some features of colonial towns, such as a town square, shops, and adjacent buildings;
6. Explain that tradespeople have an occupation and expertise in a particular job;
7. Name the different kinds of tradespeople found in a colonial town;
8. Describe the different kinds of tradespeople in a colonial town;
9. Identify, and associate with the appropriate trade, the tools used by colonial tradespeople;
10. Identify original plant or animal products needed to make flour and cloth;
11. Explain how the tradespeople in colonial towns saved farming families time and effort;
12. Describe the process of making cloth from cotton, flax, or wool;
13. Demonstrate familiarity with “Baa, Baa, Black Sheep” and “Pat-a-Cake”;
14. Explain that ready-made clothing was not available for sale in colonial shops; clothing was made to order according to the exact measurements of each person;
15. Explain the essential role of the blacksmith in making tools for other tradespeople;
16. Explain the necessity of heating objects before the blacksmith can shape them;
17. With prompting and support, retell or dramatize fiction read-alouds, including key details;
18. With prompting and support, use narrative language to describe characters, setting, things, events, actions, a scene, or facts from a fiction read-aloud;
19. Listen to, understand, and recognize a variety of texts, including fictional stories, fairy tales, fables, nursery rhymes, and poems; 
20. With prompting and support, ask and answer questions (e.g., who, what, where, when) requiring literal recall and understanding of the details and/or facts of a nonfiction/informational read-aloud;
21. Answer questions that require 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;
22. With prompting and support, identify the main topic and retell key details of a nonfiction/informational read-aloud;
23. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a nonfiction/informational read-aloud;
24. With prompting and support, ask and answer questions about unknown words in nonfiction/informational read-alouds and discussions;
25. With prompting and support, describe the role of an author and illustrator in a nonfiction/informational text;
26. With prompting and support, describe illustrations from a nonfiction/informational read-aloud, using the illustrations to check and support comprehension of the read-aloud;
27. With prompting and support, compare and contrast similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds;
28. Actively engage in nonfiction/informational read-alouds;
29. Use a combination of drawing, dictating, and writing to present information from a nonfiction/informational read-aloud, naming the topic and supplying some details;
30. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened;
31. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed;
32. With assistance, categorize and organize facts and information within a given domain to answer questions;
33. Use agreed-upon rules for group discussions (e.g., look at and listen to the speaker, raise hand to speak, take turns, say “excuse me” or “please,” etc.);
34. Carry on and participate in a conversation over four to five turns, staying on topic, initiating comments or responding to a partner’s comments, with either an adult or another child of the same age;
35. Ask and answer questions to clarify information in a fiction or nonfiction/informational read-aloud;
36. Ask questions to clarify directions, exercises, and/or classroom routines;
37. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail;
38. Add drawings or other visual displays to descriptions as desired to provide additional detail;
39. Speak audibly and express thoughts, feelings, and ideas clearly;
40. Use frequently occurring nouns and verbs in oral language;
41. Ask questions beginning with who, what, where, when, why, or how;
42. Answer questions orally in complete sentences;
43. Produce and expand complete sentences in shared language;
44. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck);
45. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms);
46. Identify real-life connections between words and their use (e.g., note places at school that are colorful);
47. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings;
48. Use words and phrases acquired through conversations, being read to, and responding to texts;
49. Learn the meaning of common sayings and phrases;
50. Listen to a variety of texts, including nonfiction/informational text;
51. Prior to listening to a read-aloud, identify orally what they know and have learned that may be related to the specific story or topic to be read aloud;
52. Distinguish read-alouds that describe events that happened long ago from those that describe contemporary or current events; 
53. Discuss personal responses to a given topic and connect those to the read-aloud;
54. Prior to or while listening to a read-aloud, orally predict what will happen based on text heard thus far, and then compare the actual outcome to the prediction;
55. Distinguish fantasy from realistic text; and 
56. Evaluate and select read-alouds, books, or poems on the basis of personal choice for rereading.

Downloadable Resources

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Common Core Learning Standards

CCLS State Standard
RL.K.2 With prompting and support, retell familiar stories, including key details.
RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
RL.K.5 Recognize common types of texts (e.g., storybooks, poems).

Curriculum Map