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

Resources may contain links to sites external to the EngageNY.org website. These sites may not be within the jurisdiction of NYSED and in such cases NYSED is not responsible for its content.

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