Grade 1: Listening & Learning Domain 10 Anthology "A New Nation: American Independence"

Signing of the Declaration of Independence

This Tell It Again! Read-Aloud Anthology for A New Nation: American Independence 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; 12 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 early English settlements on Roanoke Island and at Jamestown as colonies that were established before the Pilgrims landed at Plymouth Rock;
2. Explain that the first Africans in the English colonies came to Jamestown as indentured servants, not slaves;
3. Locate the thirteen original colonies;
4. Describe how the thirteen colonies in America evolved from dependence on Great Britain to independence as a nation;
5. Describe the Boston Tea Party;
6. Explain the significance of Paul Revere’s ride;
7. Identify “one if by land, and two, if by sea”;
8. Identify Minutemen, Redcoats, and the “shot heard round the world”;
9. Describe the contributions of George Washington as Patriot and military commander;
10. Describe the contributions of Thomas Jefferson as Patriot, inventor, writer, author of the Declaration of Independence, and the third president of the United States;
11. Describe the contributions of Benjamin Franklin as Patriot, inventor, and writer;
12. Explain the significance of the Declaration of Independence;
13. Identify “We hold these truths to be self-evident, that all men are created equal…” as a part of the Declaration of Independence;
14. Explain the significance of the Fourth of July;
15. Retell the legend of Betsy Ross and the flag;
16. Identify Martha Washington as the wife of George Washington;
17. Describe the contributions of George Washington as first president of the United States;
18. Identify Washington, D.C., as the nation’s capital;
19. Explain that the nation's capital, Washington, D.C., was named after George Washington;
20. Describe the roles of African Americans, Native Americans, and women during the evolution from thirteen colonies in America to independence as a nation;
21. Identify the U.S. flag, the Liberty Bell, and the bald eagle;
22. Explain the significance of the flag, the Liberty Bell, and the bald eagle as U.S. symbols;
23. Ask and answer questions (e.g., who, what, where, when), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/information read-aloud;
24. 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;
25. Identify the main topic and retell key details of a nonfiction/informational read-aloud;
26. Describe the connection between two individuals, events, ideas, or pieces of information in a nonfiction/informational read-aloud;
27. Ask and answer questions about unknown words and phrases in nonfiction/informational read-alouds and discussions;
28. Distinguish between information provided by pictures or other illustrations and information provided by the words in a nonfiction/informational read-aloud;
29. Use illustrations and details in a nonfiction/informational read-aloud to describe its key ideas;
30. Identify the reasons or facts an author gives to support points in a nonfiction/informational read-aloud;
31. Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds;
32. Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for grades 1–3;
33. Plan and/or draft and edit an informative/explanatory text that presents information from a nonfiction/informational read-aloud that includes mention of a topic, some facts about the topic, and some sense of closure;
34. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed;
35. Participate in shared research and writing projects (e.g., group scientific research and writing);
36. Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/informational read-aloud, and/or make connections among several read-alouds;
37. With assistance, categorize and organize facts and information within a given domain to answer questions;
38. Use agreed-upon rules for group discussion (e.g., look at and listen to the speaker, raise hand to speak, take turns, say “excuse me” or “please,” etc.);
39. Carry on and participate in a conversation over at least six turns, staying on topic, initiating comments or responding to a partner’s comments, with either an adult or another child of the same age;
40. Ask questions to clarify information about the topic in a fiction or nonfiction/informational read-aloud;
41. Ask questions to clarify directions, exercises, classroom routines, and/or what a speaker says about a topic;
42. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly;
43. Add drawings or other visual displays to oral or written descriptions when appropriate to clarify ideas, thoughts, and feelings;
44. Produce complete sentences when appropriate to task and situation;
45. Provide examples of common synonyms and antonyms;
46. Identify real-life connections between words and their use (e.g., note places at home that are cozy);
47. Learn the meaning of common sayings and phrases;
48. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationship (e.g., because);
49. With assistance, create and interpret timelines and lifelines related to read-alouds;
50. Prior to listening to an informational read-aloud, orally identify what they know about a given topic;
51. While listening to an informational read-aloud, orally predict what will happen next in the read-aloud based on the text heard thus far, and then compare the actual outcome to the prediction;
52. Share writing with others;
53. Identify new meanings for familiar words and apply them accurately; and
54. Use regular present-, past-, and/or future-tense verbs correctly in oral language.

Downloadable Resources

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Common Core Learning Standards

CCLS State Standard
RI.1.1 Ask and answer questions about key details in a text.
RI.1.2 Identify the main topic and retell key details of a text.
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Curriculum Map