Grades K-1: Proud to Be Americans: Patriotic Acts and Symbols
Grades K-1: Proud to Be Americans: Patriotic Acts and Symbols. The goal of this unit is to teach kindergarten and first grade students to read closely and critically in order to comprehend complex informational text. In this unit, the teacher uses a variety of strategies, including a multi-sensory approach, to actively engage students in analyzing vocabulary, answering text-dependent questions, and creating graphic organizers. Students learn to take collaborative notes using a graphic organizer and to use those notes to develop a deeper understanding of the text hrough writing. Discussion and writing exercises help students to construct meaning of the text in a way that “sticks.”
Standards & Objectives
Academic standards
- CCSS.ELA-Literacy.L.1.1
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-Literacy.L.1.2
- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- CCSS.ELA-Literacy.L.1.4
- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an...
- CCSS.ELA-Literacy.L.1.5
- With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
- CCSS.ELA-Literacy.L.K.1
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-Literacy.L.K.2
- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- CCSS.ELA-Literacy.L.K.4
- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
- CCSS.ELA-Literacy.L.K.5
- With guidance and support from adults, explore word relationships and nuances in word meanings.
- CCSS.ELA-Literacy.RF.1.1
- Demonstrate understanding of the organization and basic features of print.
- CCSS.ELA-Literacy.RF.1.2
- Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- CCSS.ELA-Literacy.RF.1.3
- Know and apply grade-level phonics and word analysis skills in decoding words.
- CCSS.ELA-Literacy.RF.1.4
- Read with sufficient accuracy and fluency to support comprehension.
- CCSS.ELA-Literacy.RF.K.1
- Demonstrate understanding of the organization and basic features of print.
- CCSS.ELA-Literacy.RF.K.2
- Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- CCSS.ELA-Literacy.RF.K.3
- Know and apply grade-level phonics and word analysis skills in decoding words.
- CCSS.ELA-Literacy.RF.K.4
- Read emergent-reader texts with purpose and understanding.
- CCSS.ELA-Literacy.RI.1.1
- Ask and answer questions about key details in a text.
- CCSS.ELA-Literacy.RI.1.10
- With prompting and support, read informational texts appropriately complex for grade 1.
- CCSS.ELA-Literacy.RI.1.2
- Identify the main topic and retell key details of a text.
- CCSS.ELA-Literacy.RI.1.3
- Describe the connection between two individuals, events, ideas, or pieces of information in a text.
- CCSS.ELA-Literacy.RI.1.4
- Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
- CCSS.ELA-Literacy.RI.1.6
- Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
- CCSS.ELA-Literacy.RI.1.7
- Use the illustrations and details in a text to describe its key ideas.
- CCSS.ELA-Literacy.RI.1.8
- Identify the reasons an author gives to support points in a text.
- CCSS.ELA-Literacy.RI.K.1
- With prompting and support, ask and answer questions about key details in a text.
- CCSS.ELA-Literacy.RI.K.10
- Actively engage in group reading activities with purpose and understanding.
- CCSS.ELA-Literacy.RI.K.2
- With prompting and support, identify the main topic and retell key details of a text.
- CCSS.ELA-Literacy.RI.K.3
- With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
- CCSS.ELA-Literacy.RI.K.4
- With prompting and support, ask and answer questions about unknown words in a text.
- CCSS.ELA-Literacy.RI.K.7
- With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or...
- CCSS.ELA-Literacy.RI.K.8
- With prompting and support, identify the reasons an author gives to support points in a text.
- CCSS.ELA-Literacy.RI.K.9
- With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions,...
- CCSS.ELA-Literacy.RL.1.1
- Ask and answer questions about key details in a text.
- CCSS.ELA-Literacy.RL.1.10
- With prompting and support, read prose and poetry of appropriate complexity for grade 1.
- CCSS.ELA-Literacy.RL.1.3
- Describe characters, settings, and major events in a story, using key details.
- CCSS.ELA-Literacy.RL.1.5
- Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
- CCSS.ELA-Literacy.RL.1.7
- Use illustrations and details in a story to describe its characters, setting, or events.
- CCSS.ELA-Literacy.RL.1.9
- Compare and contrast the adventures and experiences of characters in stories.
- CCSS.ELA-Literacy.RL.K.1
- With prompting and support, ask and answer questions about key details in a text.
- CCSS.ELA-Literacy.RL.K.10
- Actively engage in group reading activities with purpose and understanding.
- CCSS.ELA-Literacy.RL.K.4
- Ask and answer questions about unknown words in a text.
- CCSS.ELA-Literacy.RL.K.5
- Recognize common types of texts (e.g., storybooks, poems).
- CCSS.ELA-Literacy.RL.K.7
- With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an...
- CCSS.ELA-Literacy.RL.K.9
- With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
- CCSS.ELA-Literacy.SL.1.1
- Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
- CCSS.ELA-Literacy.SL.1.2
- Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
- CCSS.ELA-Literacy.SL.1.3
- Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
- CCSS.ELA-Literacy.SL.1.4
- Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
- CCSS.ELA-Literacy.SL.1.6
- Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)
- CCSS.ELA-Literacy.SL.K.1
- Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
- CCSS.ELA-Literacy.SL.K.2
- Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details...
- CCSS.ELA-Literacy.SL.K.3
- Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
- CCSS.ELA-Literacy.SL.K.4
- Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
- CCSS.ELA-Literacy.SL.K.5
- Add drawings or other visual displays to descriptions as desired to provide additional detail.
- CCSS.ELA-Literacy.W.1.1
- Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and...
- CCSS.ELA-Literacy.W.1.2
- Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
- CCSS.ELA-Literacy.W.1.3
- Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to...
- CCSS.ELA-Literacy.W.1.5
- 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.
- CCSS.ELA-Literacy.W.1.6
- With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
- CCSS.ELA-Literacy.W.1.7
- Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of...
- CCSS.ELA-Literacy.W.1.8
- With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
- CCSS.ELA-Literacy.W.K.2
- Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and...
- CCSS.ELA-Literacy.W.K.3
- 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...
- CCSS.ELA-Literacy.W.K.5
- With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
- CCSS.ELA-Literacy.W.K.6
- With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
- CCSS.ELA-Literacy.W.K.7
- Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
- CCSS.ELA-Literacy.W.K.8
- With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
- GLE 0001.1.1
- Demonstrate an emerging understanding of basic English usage, mechanics, spelling, and sentence structure.
- GLE 0001.1.2
- Employ a variety of strategies to decode words and expand vocabulary.
- GLE 0001.1.4
- Begin to explore the alphabetic principle.
- GLE 0001.2.1
- Develop critical listening skills essential for comprehension, problem solving, and task completion.
- GLE 0001.2.2
- Develop critical speaking skills essential for effective communication.
- GLE 0001.3.3
- Compose simple stories with teacher assistance.
- GLE 0001.4.2
- Select a source necessary to answer a research question.
- GLE 0001.6.1
- Comprehend the main idea of informational texts.
- GLE 0001.6.2
- Recognize that illustrations support information in the texts.
- GLE 0001.8.2
- Employ a variety of basic reading comprehension strategies.
- GLE 0001.8.3
- Develop reading fluency and accuracy.
- GLE 0101.1.1
- Demonstrate control of basic Standard English usage, mechanics, spelling, and sentence structure.
- GLE 0101.1.2
- Employ a variety of strategies to decode words and expand vocabulary.
- GLE 0101.1.3
- Develop and maintain phonological awareness.
- GLE 0101.2.1
- Develop critical listening skills essential for comprehension, problem solving, and task completion.
- GLE 0101.2.2
- Develop critical speaking skills essential for effective communication.
- GLE 0101.3.1
- Compose simple stories with a clear beginning, middle, and end.
- GLE 0101.3.3
- Begin to develop topic sentences.
- GLE 0101.6.2
- Identify the main ideas and supporting details of informational text.
- GLE 0101.6.3
- Recognize that a variety of graphics can support informational text.
- GLE 0101.8.2
- Employ a variety of basic reading comprehension strategies.
- GLE 0101.8.3
- Develop reading fluency and accuracy.
- TSS.ELA.1.FL.F.5
- Read with sufficient accuracy and fluency to support comprehension.
- TSS.ELA.1.FL.PA.2
- Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- TSS.ELA.1.FL.PWR.3
- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
- TSS.ELA.1.FL.SC.6
- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including...
- TSS.ELA.1.FL.VA.7a
- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of...
- TSS.ELA.1.FL.VA.7b
- With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
- TSS.ELA.1.FL.VA.7c
- Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions...
- TSS.ELA.1.RI.IKI.7
- Either orally or in writing when appropriate, use the illustrations and words in a text to describe its key ideas.
- TSS.ELA.1.RI.IKI.8
- Identify the reasons an author provides to support points in a text.
- TSS.ELA.1.RI.IKI.9
- Identify basic similarities and differences between two texts on the same topic including written details and illustrations when developmentally appropriate.
- TSS.ELA.1.RI.KID.1
- Ask and answer questions about key details in a text.
- TSS.ELA.1.RI.RRTC.10
- With prompting and support, read informational texts of appropriate complexity for grade 1.
- TSS.ELA.1.RL.IKI.7
- Either orally or in writing when appropriate, use illustrations and words in a text to describe its characters, setting, or events.
- TSS.ELA.1.RL.IKI.9
- Compare and contrast the adventures and experiences of characters in stories including written details and illustrations when developmentally appropriate.
- TSS.ELA.1.RL.KID.1
- Ask and answer questions about key details in a text.
- TSS.ELA.1.RL.RRTC.10
- With prompting and support, read stories and poems of appropriate complexity for grade 1.
- TSS.ELA.1.SL.CC.1
- Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts.
- TSS.ELA.1.SL.CC.2
- Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
- TSS.ELA.1.SL.CC.3
- Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
- TSS.ELA.1.SL.PKI.6
- With prompting and support, speak in complete sentences when appropriate to task and situation.
- TSS.ELA.1.W.PDW.5
- With guidance and support from adults, focus on a topic, respond to questions and suggestions from others, and add details to strengthen writing as needed.
- TSS.ELA.1.W.RBPK.7
- Participate in shared research and writing projects, such as exploring a number of how to books on a given topic and using them to write a sequence of...
- TSS.ELA.1.W.TTP.1
- With prompting and support, write opinion pieces introducing the topic or text, stating an opinion, supplying a reason for the opinion, and providing some...
- TSS.ELA.1.W.TTP.2
- With prompting and support, write informative/explanatory texts, naming a topic, supplying some facts about the topic, and providing some sense of closure.
- TSS.ELA.1.W.TTP.3
- With prompting and support, write narratives recounting an event, including some details to describe actions, thoughts, and feelings; use time order words...
- TSS.ELA.K.FL.F.5
- Read with sufficient accuracy and fluency to support comprehension.
- TSS.ELA.K.FL.PWR.3
- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
- TSS.ELA.K.FL.VA.7a
- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Kindergarten conversations, reading, and content.
- TSS.ELA.K.FL.VA.7b
- With guidance and support from adults, explore word relationships and nuances in word meanings.
- TSS.ELA.K.FL.VA.7c
- Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
- TSS.ELA.K.FL.WC.4
- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.
- TSS.ELA.K.RI.CS.4
- With prompting and support, determine the meaning of words and phrases in a text relevant to a Kindergarten topic or subject area.
- TSS.ELA.K.RI.IKI.8
- With prompting and support, identify the reasons an author provides to support points in a text.
- TSS.ELA.K.RI.IKI.9
- With prompting and support, orally identify basic similarities and differences between two texts on the same topic.
- TSS.ELA.K.RI.KID.1
- With prompting and support, ask and answer questions about key details in a text.
- TSS.ELA.K.RI.RRTC.10
- With prompting and support, read informational texts of appropriate complexity for Kindergarten.
- TSS.ELA.K.RL.CS.4
- With prompting and support, ask and answer questions about unknown words in text.
- TSS.ELA.K.RL.IKI.9
- With prompting and support, orally compare and contrast the adventures and experiences of characters in familiar stories.
- TSS.ELA.K.RL.KID.1
- With prompting and support, ask and answer questions about key details in a text.
- TSS.ELA.K.RL.RRTC.10
- With prompting and support, read stories and poems of appropriate complexity for Kindergarten.
- TSS.ELA.K.SL.CC.1
- Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate Kindergarten topics.
- TSS.ELA.K.SL.CC.2
- Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and...
- TSS.ELA.K.SL.CC.3
- Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
- TSS.ELA.K.W.PDW.5
- With guidance and support from adults, respond to questions and suggestions from others and add details to strengthen writing as needed.
- TSS.ELA.K.W.RBPK.7
- Participate in shared research and writing projects, such as reading a number of books by a favorite author and expressing opinions about them.
- TSS.ELA.K.W.RBPK.8
- With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
- TSS.ELA.K.W.TTP.2
- With prompting and support, use a combination of drawing, dictating, and/or writing to compose informative/explanatory texts.
- TSS.ELA.K.W.TTP.3
- With prompting and support, use a combination of drawing, dictating, and/or writing to narrate a single event.
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
Learning objectives:
The goal of this unit is to teach kindergarten and first grade students to read closely and critically in order to comprehend complex informational text. In this unit, the teacher uses a variety of strategies, including a multi-sensory approach, to actively engage students in analyzing vocabulary, answering text-dependent questions, and creating graphic organizers. Students learn to take collaborative notes using a graphic organizer and to use those notes to develop a deeper understanding of the text through writing. Discussion and writing exercises help students to construct meaning of the text in a way that “sticks.”
Unit Variations
Blooms taxonomy level:
Applying
Extension suggestions:
Extensions:
- Day 1 Extension Idea: Teachers may wish to create an essential question for the unit. An example essential question might be, “Why do we have symbols to help us show our patriotism?” or “How can symbols and acts of patriotism help us show our love for our country?”
- Day 2 Extension Idea: Teachers may wish to create a class chart with essential vocabulary. This chart could include words that capture the essence of the meaning of each text. Or this chart could contain vocabulary words that are new to students. Students can be encouraged to use the words from the chart in their speaking and writing. Discuss the difference between the words “capital” and “capitol.” Another word that may be worth investigating is “bell.” Students could look at the multiple meanings of this word and investigate the different sizes of bells in relation to the Liberty Bell.
- Day 5 Extension Idea: In addition to symbols, this text introduces the idea of patriotic acts and monuments. Teachers can link these words with the word “symbols” from the first text. Teacher can create a map of these words by illustrating how they are similar and different.
Possible Extension Ideas:
- The writing can typed by the teacher or by the students. Students can add illustrations or pictures.
- Students can read their writing to peers. Peers can provide feedback on the writing.
- Teachers can conference with students to provide feedback on the writing.
Additional Text Extension Idea:
- Use the third text, “I Pledge Allegiance.” Read the text aloud to students and discuss the main idea. Kindergarten students can discuss how the pledge is a symbol of America; first grade students can discuss different ways in which the pledge shows patriotism.
Possible Social Studies Extension Ideas:
- Students can create a log of other symbols of America. These logs can be used to locate and record symbols, landmarks, and events. This activity addresses Tennessee Social Studies (2014-2015) standard K.16.
- Teachers can create a collection of photos of national symbols. This activity address Tennessee Social Studies (2014-2015) standard K.16.
- Tennessee Social Studies (2014-2015) standards K.29 and 1.39 require students to learn about several national holidays. After students have learned about several national holidays, students can discuss how national holidays support both national symbols and acts of patriotism. Several holidays are mentioned in the texts.
- Tennessee Social Studies (2014-2015) standard K.16 requires students to learn the words to the Pledge of Allegiance. Teachers can use the optional third text to help students learn the words and the meaning behind the words to the pledge.
- First grade or more advanced students may enjoy writing an additional task to a more challenging prompt. Example: “Why should all Americans protect and preserve our national landmarks and symbols?” Use what you have learned about symbols and acts of patriotism as an example.
References
Citations:
(MLA 7th Edition) Kids Infobits presents The United States Our Country Has Many Symbols Weekly Reader, Edition Pre-K (including Science Spin), May-June 2012 v32 pS1(5)Thomson Gale, 2007. Reproduced in Kids InfoBits. Detroit: Gale, 2014. http://galenet.galegroup.com/servlet/KidsInfoBits?s1=The+United+States+O...
Originator:
eduToolbox® is a resource-sharing portal developed by the Ayers Institute for Learning & Innovation with collaborative support and funding from the Tennessee Department of Education and the U.S. Department of Education's Math & Science Partnership program.
