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UNIT: a Is for America UNIT: A Is for America ANCHOR TEXT1 UNIT FOCUS A Is for America, Devin Scillian (Informational) Students read informational and literary texts in order to gather information about people, events, symbols, RELATED TEXTS and ideas that are representative of the United States of America. Students begin to develop an Literary Texts (Fiction) understanding of the United States as being composed of 50 different states. Students will also explore the legacies of America’s founders and be introduced to several national symbols, including the American flag, • The Scrambled States of America, Laurie 2 the White House, and the Statue of Liberty. Keller (Reader’s theater script for the text) Text Use: Develop vocabulary, gather information from various texts to build historical knowledge, write in • America the Beautiful, Katharine Lee Bates response to texts and Chris Gall, Neil Waldman, or America the Beautiful, Wendell Minor Reading: RL.K.1, RL.K.2, RL.K.4, RL.K.5, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.8, RI.K.9, RI.K.10 Informational Texts (Nonfiction) 6 • The following texts are available from Reading Foundational Skills: RF.K.1b, RF.K.1c, RF.K.1d, RF.K.3a, RF.K.3b, RF.K.3c, RF.K.4 Domain 12 of the Grade K Core Writing: W.K.1, W.K.2, W.K.3, W.K.5, W.K.6, W.K.7, W.K.8 Knowledge Listening and Learning Strand 3 Speaking and Listening: SL.K.1a-b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6 Read-Aloud Anthology: o “The Home of the President: Language: L.K.1a-f, L.K.2a-d, L.K.4a-b, L.K.5a-c, L.K.6 Washington, D.C.” (pages 14-17) CONTENTS o “George Washington” (pages 48-51) o “Thomas Jefferson” (pages 58-61) Page 155: Text Set and Unit Focus o “Abraham Lincoln” (pages 75-78) Page 156: A Is for America Unit Overview • America Is…, Louise Borden Pages 157-161: Summative Unit Assessments Nonprint Texts (Fiction or Nonfiction) (e.g., Media, Video, Film, Music, Art, Graphics) Page 162: Instructional Framework 4 • “America the Beautiful” (audio) Pages 163-178: Text Sequence and Sample Whole-Class Tasks 5 • U.S. Symbols, BrainPOP Jr. 1 Some texts, questions, and tasks in this unit are originally included in and in some cases adapted from the Core Knowledge Grade K Domain 12 Read-Aloud Anthology. The anthology falls under a Creative Commons license for reuse (http://creativecommons.org/licenses/by-nc-sa/3.0/). Additional Information about the license specific to Core Knowledge is available here. 2 http://www.lauriekeller.com/download/ScrambledStatesReadersTheater.pdf 3 To access the text for free, click on the provided link and select “Add File” and then “Your Files”. You will need to create a user name and password (which is also free) to download the file. 4 http://choralmusic.com/audio/americathebeautiful_satb.mp3 5 http://www.brainpopjr.com/socialstudies/citizenship/ussymbols/ English Language Arts, Kindergarten: A Is for America 155 A Is for America Unit Overview Unit Focus Summative Unit Daily Tasks • Topics: American symbols Assessments Daily instruction helps students read and understand text and express and US presidents A culminating writing task: that understanding. • Themes: The importance • Use knowledge gained • Lesson 1: “The Home of the President: Washington, D.C.” (sample of valuing the United from texts in writing tasks) States and its history, • Write complete sentences • Lesson 2: U.S. Symbols (sample tasks) patriotism • Use vocabulary learned in • Lesson 3: A Is for America (sample tasks) • Text Use: Develop • the unit Lesson 4: “F” from A Is for America and The Scrambled States of vocabulary, gather America (sample tasks) information from various A cold-read task: • Lesson 5: “G” from A Is for America and “George Washington” • Lesson 6: “J” from A Is for America and “Thomas Jefferson” texts to build historical • Understand a complex text • Lesson 7: “L” from A Is for America and “Abraham Lincoln” from knowledge, write in • Understand academic Domain 12 of the Grade K Core Knowledge Listening and Learning response to texts vocabulary Strand • Write in response to a text • Lesson 8: “George Washington,” “Thomas Jefferson,” and “Abraham Lincoln” from Domain 12 of the Grade K Core Knowledge Listening and An extension task: Learning Strand (sample tasks) • Conduct shared research • Lesson 9: America the Beautiful, “America the Beautiful,” and A Is for • Develop questions and America • America Is… write complete sentences Lesson 10: (cold-read task) • Lesson 11: Various texts from the unit (culminating writing task) • Create a class research • Lesson 12: (extension task) book 6 The skills addressed during whole-class instruction are in addition to what is being done during small-group instruction. Teachers must incorporate a full reading foundational skills program during small-group reading and writing time to ensure students gain the skills necessary to learn to read independently. What is taught should be based on individual student needs and should focus on a progression of skills that are formally assessed at various points throughout the year. English Language Arts, Kindergarten: A Is for America 156 SUMMATIVE UNIT ASSESSMENTS CULMINATING WRITING TASK7 Have students respond to the following prompt: “Write about one of the US presidents or symbols that we read about. Identify the person or symbol and write or draw one fact about the person or symbol and why the person or symbol is important.” Teacher Notes: • Students are asked to demonstrate knowledge about a US president or symbol through a combination of writing, dictating, and drawing. (RL.K.3, RL.K.7, W.K.8, SL.K.5) • Students should print many upper- and lowercase letters; use frequently occurring nouns, verbs, and prepositions; and spell simple words phonetically. (L.K.1a, b, c, e, f; L.K.2c, d) Students should also write complete sentences. Provide sentence frames8 for students who need help writing complete sentences (e.g., ______________ [name or drawing of person or symbol] is _________________ [fact]. ________________[name or drawing of person or symbol] is important because ___________________.”). The sentences should also be capitalized and punctuated correctly. (L.K.2a, b) • The completed writing should use words from the unit vocabulary dictionary. (L.K.6) • Use teacher conferencing and small-group work to target student weaknesses and improve student writing ability (i.e., correctly forming letters, using correct letters for consonant and vowel sounds, capitalizing the first letter, using end punctuation, and writing a complete sentence). (W.K.5) UNIT FOCUS UNIT ASSESSMENT DAILY TASKS What should students learn from the texts? What shows students have learned it? Which tasks help students learn it? • Topics: American symbols and US This task assesses: • Lesson 1 (sample tasks included) presidents • Using knowledge gained from texts in • Lesson 2 (sample tasks included) • Themes: The importance of valuing the writing • Lesson 3 (sample tasks included) United States and its history, patriotism • • Lesson 5 (sample tasks included) • Text Use: Develop vocabulary, gather Writing complete sentences • Lesson 6 information from various texts to build • Using vocabulary learned in the unit • Lesson 7 historical knowledge, write in response to • Lesson 11 (use this task) texts 7 Culminating Writing Task: Students express their final understanding of the anchor text and demonstrate meeting the expectations of the standards through writing. 8 http://www.louisianabelieves.com/resources/classroom-support-toolbox/teacher-support-toolbox/lesson-assessment-planning-resources/whole-class English Language Arts, Kindergarten: A Is for America 157 COLD-READ TASK9 Read aloud10 America Is… by Louise Borden to all students. Then ask students to answer a combination of orally read multiple-choice and constructed-response questions about the text.11 Support students by rereading portions of the text as needed. Sample questions: 1. Show the cover of the book. Ask students: “What US symbols do you see on this cover?” Have students write or draw the symbols they see. (RI.K.1; RI.K.7; L.K.1a, b; L.K.2c; L.K.6) 2. Ask students: “What is another name for country?” (RI.K.4, L.K.5a, L.K.6) a. City b. State c. Nation 3. Show students pages 1 and 2 of the text. Reread the text on page 2. Then ask students: “What symbol on these pages represents freedom?” (RI.K.1, RI.K.3, RI.K.4, RI.K.7, L.K.6) a. The setting sun b. The different boats c. The Statue of Liberty 4. Ask students: “Identify one detail in America Is… that is similar to where you live.” Have students write or draw the detail. (RI.K.1, RI.K.2, L.K.5c) 5. Ask students: “Identify three things America is according to the text.” Have students write down or draw their answer. Reread portions of the text as needed, and display the illustrations to support students in answering the question. (RI.K.1; RI.K.2; RI.K.7; RI.K.8; L.K.1a, b; L.K.2c; L.K.6) 9 Cold-Read Task: Students read or listen to a text or texts being read aloud and answer a series of multiple-choice and constructed-response questions. While the text(s) relate to the unit focus, the text(s) have not been taught during the unit. Note: This is a comprehension text. Measurement of student reading ability and mastery of specific reading foundational standards (e.g., decoding, fluency, etc.) should be monitored throughout the unit, particularly during small-group instruction.
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