Ckla g1 LL Scope and Sequence PDF
Ckla g1 LL Scope and Sequence PDF
Ckla g1 LL Scope and Sequence PDF
The Listening & Learning strand of the Core Knowledge Language Arts program is designed to help students build the
background knowledge and vocabulary critical to listening and reading comprehension. Through introducing, presenting,
and discussing read-alouds in each domain, teachers build students’ listening and reading comprehension and oral
language skills. For a Unit-by-Unit Alignment of Listening & Learning objectives to the Common Core State Standards,
please visit http://www.engageny.org/resource/grade-1-english-language-arts.
Each domain anthology is comprised of daily lessons, pausing points, a domain review, a domain assessment, and
culminating activities.
• Pausing Points: opportunities to review, reinforce, or extend the content taught thus far. Both the decision to pause
and the length of the pause are optional and should be determined by each individual teacher based on the particular
class’s performance.
• Domain Review: an opportunity to review and reinforce the material (e.g., core content and vocabulary) in the domain
in order to help students prepare for the domain assessment.
• Domain Assessment: evaluates students’ understanding and retention of academic vocabulary words and the core
content targeted in the domain. The results should guide review and remediation the following day.
• Culminating Activities: provide remediation and/or enrichment for individual students, small groups, or the whole class
based on the results of the Domain Assessment and students’ Tens scores.
Table of Contents:
Domain 1: Fables and Stories
Domain 2: The Human Body
Domain 3: Different Lands, Similar Stories
Domain 4: Early World Civilizations
Domain 5: Early American Civilizations
Domain 6: Astronomy
Domain 7: The History of the Earth
Domain 8: Animals and Habitats
Domain 9: Fairy Tales
Domain 10: A New Nation: American Independence
Domain 11: Frontier Explorers
This domain will introduce students to fables and stories that have delighted generations of people. By listening to these classics,
students will increase their vocabulary and reading comprehension skills, learn valuable lessons about ethics and behavior, become
familiar with the key elements and parts of a story, and acquire cultural literacy.
This domain provides students with a basic introduction to the human body. Students will be introduced to a network of body systems,
comprised of organs that work together to perform a variety of vitally important jobs. Students will learn about the fundamental parts
and functions of five body systems: skeletal, muscular, digestive, circulatory, and nervous. This domain also focuses on care and
maintenance of the human body. Students will learn how germs can cause disease, as well as how to help stop the spread of germs.
This domain will introduce students to three themes in folktales that have been told to children for generations, using variations from
different lands or countries. By listening to these stories, students will increase their vocabulary and reading comprehension skills, be
exposed to different places and cultures from around the world, and learn valuable universal lessons.
Text Analysis for Speaking & Listening Language & Vocabulary Writing
Close Reading /
Comprehension
These Ask and answer questions Use agreed-upon rules for Identify real-life connections
objectives are (e.g., who, what, where, group discussion, e.g., look at between words and their use
consistently when), orally or in writing, and listen to the speaker, (e.g., note places at home
addressed requiring literal recall and raise hand to speak, take that are cozy)
throughout the understanding of the details, turns, say “excuse me” or Use words and phrases
domain and/or facts of a fiction read- “please,” etc. acquired through
aloud Carry on and participate in a conversations, reading and
Answer questions that require conversation over at least six being read to, and responding
making interpretations, turns, staying on topic, to texts, including using
judgments, or giving opinions initiating comments or frequently occurring
about what is heard in a responding to a partner’s conjunctions to signal simple
fiction read-aloud, including comments, with either an relationships (e.g., because)
answering why questions that adult or another child of the
require recognizing same age
cause/effect relationships
Use narrative language to
describe (orally or in writing)
characters, setting, things,
events, actions, a scene, or
facts from a fiction read-aloud
Lesson 1: Identify how Cinderella feels Describe characters, Word Work: worthy
Cinderella when she is not allowed to go settings, and events in a
to the ball in “Cinderella” reenactment of “Cinderella”
Discuss personal
responses to events in
“Cinderella”
Prior to listening to
“Cinderella,” identify orally
what they know and have
learned about other folktales
Lesson 2: The Sequence pictures Ask and answer who Identify multiple meanings of Draw and describe one of
Girl with the illustrating events in “The Girl questions orally, requiring duck and use them in the scenes from “The Girl
Red Slippers with the Red Slippers” literal recall and appropriate contexts with the Red Slippers”
Orally compare and contrast understanding of the details of Word Work: cautiously
similar stories from different “The Girl with the Red
Multiple Meaning Word
Slippers”
cultures, such as “Cinderella” Activity: duck
and “The Girl with the Red Describe characters, settings,
Slippers” and events as depicted in
drawings of one of the scenes
from “The Girl with the Red
Slippers”
Prior to listening to “The Girl
with the Red Slippers,”
identify orally what they know
and have learned about
“Cinderella”
Lesson 3: Billy Orally compare and contrast Prior to listening to “Billy Beg,” Word Work: monstrous Which Fairy Tale? Venn
Beg similar stories from different orally predict what will happen Diagram
cultures, such as “Cinderella,” in the read-aloud based on a
“The Girl with the Red picture and previous stories
Slippers,” and “Billy Beg” and then compare the actual
outcome to the prediction
Lesson 4: Tom Demonstrate understanding of Describe characters, settings, Explain the meaning of
Thumb the central message or lesson and events in a reenactment “there’s no place like home”
in “Tom Thumb” of “Tom Thumb” and use in appropriate
Recount and identify the Perform “Tom Thumb” for an contexts
lesson in folktales from audience using eye contact, Word Work: commotion
diverse cultures, such as appropriate volume, and clear
“Tom Thumb” enunciation
Discuss personal
responses to how they would
feel if they were so small they
could fit into the palm of
someone’s hand
Lesson 5: Demonstrate understanding of Ask and answer who Word Work: scarcely Create a variation of a “little
Thumbelina the central message or lesson questions orally, requiring people” story with
in “Thumbelina” literal recall and characters, different settings,
Recount and identify the understanding of the details of new plot events, and a new
lesson in folktales from “Thumbelina” ending
diverse cultures, such as Discuss personal responses
“Thumbelina” to having a toad for a spouse
Identify how the mole’s Prior to listening to
treatment of Thumbelina “Thumbelina,” identify orally
might make her feel what they know and have
Describe illustrations of a learned about folktales and
lily pad and a mole in “Tom Thumb”
“Thumbelina,” using the
illustrations to check and
support comprehension of the
read-aloud
Orally compare and contrast
similar stories from different
cultures, such as “Tom
Thumb” and “Thumbelina”
Lesson 6: Demonstrate understanding of Describe characters, settings, Word Work: deeds Draw and describe one of
Issun Boshi: the central message or lesson and events as depicted in the scenes from “Issun
One-Inch Boy in “Issun Boshi: One-Inch drawings Boshi: One-Inch Boy”
Boy” of one of the scenes from
Recount and identify the “Issun Boshi: One-Inch Boy”
lesson in folktales from Add sufficient detail to a
diverse cultures, such as drawing of a scene from
“Issun Boshi: One-Inch Boy” “Issun Boshi: One-Inch Boy”
Orally compare and contrast Prior to listening to “Issun
similar stories from different Boshi: One-Inch Boy,” identify
cultures, such as “Tom orally what they know and
Thumb,” “Thumbelina,” and have learned about folktales,
“Issun Boshi: One-Inch Boy” “Tom Thumb” and
“Thumbelina”
Pausing Point
Lesson 7: Demonstrate understanding of Describe characters, settings, Identify multiple meanings of Draw and describe one of
Little Red the central message or lesson and events as depicted in left and use them in the scenes from “Little Red
Riding Hood in “Little Red Riding Hood” drawings of one of the scenes appropriate contexts Riding Hood”
Recount and identify the from “Little Red Riding Hood” Word Work: cherished
lesson in folktales from Add sufficient detail to a Multiple Meaning Word
diverse cultures, such as drawing of a scene from “Little Activity: left
“Little Red Riding Hood” Red Riding Hood”
Describe an illustration of
the wolf disguising himself as
the grandmother in “Little Red
Riding Hood,” using the
illustration to
check and support
comprehension of the read-
aloud
Sequence pictures
illustrating events in “Little
Red Riding Hood”
Lesson 8: Demonstrate understanding of Prior to listening to “Hu Gu Word Work: cunning Venn Diagram
Hu Gu Po the central message or lesson Po,” identify orally what they
in “Hu Gu Po” know and have learned about
Recount and identify the folktales and “Little Red
lesson in folktales from Riding Hood”
diverse cultures, such as “Hu
Gu Po”
Orally compare and contrast
similar stories from different
cultures, such as “Little Red
Riding Hood” and “Hu Gu Po”
Lesson 9: Demonstrate understanding of Prior to listening to “Tselane,” Word Work: fright Venn Diagram
Tselane the central message or lesson identify orally what they know
in “Tselane” and have learned about “Little
Recount and identify the Red Riding Hood” and “Hu Gu
lesson in folktales from Po”
diverse cultures, such as Use determiners orally, such
“Tselane” as the demonstratives this,
Orally compare and contrast that, these, and those
similar stories from different
cultures, such as “Little Red
Riding Hood,” “Hu Gu Po,”
and “Tselane”
Domain Review
Domain Assessment
Culminating Activities
This domain will introduce students to the development of early civilizations by examining the fundamental features of civilizations,
including the advent of farming, establishment of cities and government, and creation of other practices, such as writing and religion. It
should be noted that the word civilization, as used in this domain, is not meant to convey a value judgment but to indicate that a group
of people collectively established and shared these practices. Starting in the ancient Middle East, students will study Mesopotamia.
They will learn about the importance of the Tigris and Euphrates rivers, the development of cuneiform as the earliest-known form of
writing, the first codification of laws known as the Code of Hammurabi, and the significance of gods and goddesses in the “cradle of
civilization.” Students will then explore ancient Egypt and be able to compare and contrast Mesopotamia and Egypt. They will learn
about the importance of the Nile River; the use of hieroglyphs; the rise of pharaohs, including Tutankhamun and Hatshepsut; the
building of the Sphinx and pyramids; and the significance of mummification and the afterlife for ancient Egyptians
Pausing Point
Lesson 5 Make and confirm
People of the predictions about life in
Nile Egypt.
Describe the connection
between the annual flooding
of the Nile River and the
ability of Egyptians to farm
and settle in the area
Compare and contrast
Mesopotamia and ancient
Egypt
The domain includes a study of the Maya, Aztec, and Inca civilizations, exposing students to the gradual development of cities.
Students will examine the fundamental features of the Maya, Aztec, and Inca, including farming, the establishment
of cities and government, as well as religion. Students will be encouraged to compare and contrast each of these societies and
their elements.
Astronomy
9 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (13 Days)
In this domain, students will be introduced to the solar system—our home in space. They will learn that Earth, the planet on which we
live, is just one of many different celestial bodies within the solar system. They will learn how the sun, the stars, the moon, and the
other planets relate to the earth (given its position in space). In the early read-alouds, students will learn that the sun is a giant star as
well as a source of light, heat, and energy for the earth. They will also learn about the earth’s orbit around the sun, and how the earth’s
own rotation on its axis leads to the phenomenon of day and night. Part of this domain is focused on the history of space exploration
and the missions to the moon. Students will learn about NASA, the Space Race, the Apollo missions, and what it takes to be an
astronaut.
Lesson 9: The Describe the connection Describe what is unique Word Work: categorize With assistance, categorize
Solar System, between the sun and the about each of the eight and organize information
Part II reason the last four planets planets with relevant details, about the eight planets
are referred to as the outer expressing ideas and feelings
planets clearly
Prior to listening to “The Solar
System, Part II,” identify orally
what they know about the four
inner planets
Domain Review
Domain Assessment
Culminating Activities
In this domain, students will learn about the geographical features of the earth’s surface. They will also learn about the inside of the
earth and characteristics of its various layers. Students will learn about the shape of the earth, the North and South Poles, and the
equator. Students will also learn the names of the layers of the earth—the crust, the mantle, and the core—and characteristics of each
layer. Students will learn how occurrences such as volcanoes and geysers give information about the layers of the earth.
This domain will introduce students to the wonder of the natural world, focusing on the interconnectedness of all living things
with their physical environment and with one another. Students will learn what a habitat is and will also learn to identify specific
types of habitats and their related characteristics. They will learn to recognize different plants and animals as being indigenous
to specific habitats and will begin to develop an understanding of several fundamental principles of nature. They will learn, for
example, that animals and plants typically live in those habitats to which they are best suited, often developing unique characteristics
or features that enable them to specifically adapt to the climate and conditions of a given environment. They will also be
introduced to simple classifications of animals according to the types of food they eat and will begin to understand the notion of a
food chain.
Lesson 5: Compare and contrast the Ask and answer what Identify new meanings for the With assistance, categorize
Animals of the temperate deciduous forest questions orally, requiring word bark and apply them and organize information
Temperate habitat with the Arctic, literal recall and accurately about certain animals and
Deciduous Sonoran, and East African understanding of the details Word Work: store the habitat in which they live
Forest Habitat savanna habitats or facts from “Animals of the
Multiple Meaning Word
Temperate Deciduous Forest
Activity: bark
Habitat”
Describe the temperate
deciduous forest habitat with
relevant details, expressing
ideas and feelings clearly
Pausing Point
Lesson 6: Compare and contrast the Describe the tropical Word Work: canopy Draft an informative text that
Animals of the tropical rainforest habitat with rainforest habitat with relevant presents information learned
Tropical the temperate deciduous details, expressing ideas and about animals in “Animals of
Rainforest forest habitat feelings clearly the Tropical Rainforest
Habitat Add drawings to descriptions Habitat” that includes
of animals in the tropical mention of a topic, some
rainforest habitat to clarify facts about the topic, and
ideas, thoughts, and feelings some sense of closure
Use frequently occurring
conjunctions, such as but
Lesson 7: Describe an illustration of a Describe a freshwater habitat Explain the meaning of “a fish
Animals of the bullfrog and use pictures and with relevant details, out of water” and use in
Freshwater detail in "Animals Freshwater expressing ideas and feelings appropriate contexts
Habitat Habitat" to describe the clearly Word Work: float
read-aloud's key ideas
Fairy Tales
9 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (13 Days)
This domain will introduce students to fairy tales that have been favorites with children for generations. Students will learn about
the elements of fairy tales that distinguish them from other types of fiction. They will also learn that fairy tales have the elements of
character, plot, and setting that are found in other types of fiction. By becoming familiar with particular fairy tales, students will be
able to add these tales to their repertoire of stories that they are able to retell orally. Reading these fairy tales will help first-grade
students develop a strong foundation for the understanding of other fictional stories in later grades.
In this domain, students will hear about the birth of our country, the United States of America. They will be introduced to many
important historical figures and events as the story unfolds to describe how the thirteen colonies evolved slowly over time from their
initial dependence on England to the status of an independent nation. The overriding focus of this domain is from the perspective of a
rather wide lens, i.e., to emphasize the story of how the colonies became an independent nation.
These Ask and answer questions Use agreed-upon rules for Identify real-life connections
objectives are (e.g., who, what, where, group discussion, e.g., look at between words and their use
consistently when), orally or in writing, and listen to the speaker, (e.g., note places at home
addressed requiring literal recall and raise hand to speak, take that are cozy)
throughout the understanding of the details turns, say “excuse me” or Use words and phrases
domain and/or facts of a “please,” etc. acquired through
nonfiction/informational read- Carry on and participate in a conversations, reading and
aloud conversation over at least six being read to, and
Answer questions that require turns, staying on topic, responding to texts, including
making interpretations, initiating comments or using frequently occurring
judgments, or giving opinions responding to a partner’s conjunctions to signal simple
about what is heard in a comments, with either an relationships (e.g., because)
nonfiction/informational read- adult or another child of the
aloud, including answering same age
why questions that require Ask questions to clarify
recognizing cause/effect information about the topic in
relationships a fiction or
Ask and answer questions nonfiction/informational read-
about unknown words and aloud
phrases in Produce complete sentences
nonfiction/informational read- when appropriate to task and
alouds and discussions situation
Lesson 1: The Describe an illustration of Word Work: freedoms Plan and draft an
New World Native Americans and use informative/explanatory text
pictures and detail in “The that presents information
New World” to describe the from “The New World” about
read-aloud’s key ideas the thirteen colonies
Compare and contrast Share writing with others
indentured servants and
slaves in “The New World”
With assistance, create and
interpret a timeline of the
settlement of North America
Lesson 2: A Describe the connection Ask and answer what Identify new meanings for the Share writing with others
Taxing Time: between the taxes imposed questions orally, requiring word stamps and apply them
The Boston by the British on the colonies literal recall and accurately
Tea Party and the Boston Tea Party understanding of the details Word Work: harbor
With assistance, create and or facts from “A Taxing Time:
interpret a timeline of the The Boston Tea Party”
settlement of North America Describe the Boston Tea
and the creation of the United Party with relevant details,
States of America expressing ideas and feelings
clearly
Prior to listening to “A Taxing
Time: The Boston Tea Party,”
orally identify what they know
and have learned about the
British colonies
Lesson 3: The Identify the main topic of Describe Paul Revere’s Explain the meaning of the With assistance, categorize
Shot Heard “The Shot Heard Round the famous ride with relevant saying “let the cat out of the and organize facts and
Round the World” and retell key detail details, expressing ideas and bag” and use in appropriate information from “The Shot
World of the informational read- feelings clearly contexts Heard Round the World” in a
aloud Prior to listening to “The Shot Word Work: volunteers Somebody Wanted But So
Describe the connection Heard Round the World,” Then chart
between Paul Revere’s ride orally identify what they know Share writing with others
and “the shot heard round the and have learned about the
world” British colonies and the
With assistance, create and Boston Tea Party
interpret a timeline of the Prior to listening to “The Shot
settlement of North America Heard Round the World,”
and the creation of the United orally predict what the main
States of America topic of the read-aloud is, and
then compare the actual
outcomes to predictions
Lesson 4: Describe the connection Ask and answer who Accurately apply the
Declaring between Thomas Jefferson questions orally, requiring meanings of the antonyms
Independence and the Declaration of literal recall and independent and dependent
Independence understanding of the Word Work: independent
Distinguish between details or facts from
information provided by “Declaring Independence”
pictures of a Fourth of July Describe the meaning of the
celebration and information first few lines of the
about the Fourth of Declaration of Independence
July provided by the words in with relevant details,
“Declaring Independence” expressing ideas and feelings
clearly
With assistance, create and
interpret a timeline of the Prior to listening to “Declaring
settlement of North America Independence,” orally identify
and the creation of the United what they know and have
States of America learned about the British
colonies, taxes, the Boston
Tea Party, the First
Continental Congress, and
Paul Revere’s ride
Lesson 5: The Describe the connection Describe the first U.S. flag Word Work: alternating Plan and draft an
Legend of between the first official flag with relevant details, informative/explanatory text
Betsy Ross of the United States and the expressing ideas and that presents information
thirteen colonies feelings clearly from “The Legend of Betsy
With assistance, create and Prior to listening to “The Ross” about the first U.S. flag
interpret a timeline of the Legend of Betsy Ross,” orally With guidance and support
settlement of North America identify what they know and from adults, focus on the
and the creation of the United have learned about George topic of the U.S. flag, respond
States of America Washington, Thomas to questions and suggestions
Jefferson, Benjamin Franklin, from peers, and add details,
and Paul Revere as needed, to strengthen
student writing about the flag
Make personal connections
to the informative text “The
Legend of Betsy Ross” by
describing a flag that would
be representative of their
class
Share writing with others
Pausing Point
Lesson 6: Describe the connection Ask and answer who Word Work: struggled
George between the Declaration of questions orally, requiring
Washington, Independence and its affect literal recall and
Commander in on the Continental Army understanding of the
Chief details or facts from
“George Washington,
Commander in Chief”
Describe George
Washington’s army with
relevant details, expressing
ideas and feelings clearly
Prior to listening to “George
Washington, Commander in
Chief,” orally identify what
they know and have learned
about the sequence of
events leading up to the
creation of the United States
as a nation
Prior to listening to “George
Washington, Commander in
Chief,” orally predict what
the next event is in the
sequence of events leading
to the creation of the United
States as a nation, and then
compare the actual
outcomes to predictions
Lesson 7: Will Describe the connection Ask and answer who Word Work: confident
This War Never between General questions orally, requiring
End? Washington’s military literal recall and
strategy and the end of the understanding of the
war details or facts from “Will
With assistance, create and This War Never End?”
interpret a timeline of the Describe, with relevant
settlement of North America details, the way in which
and the creation of the United General Washington and the
States of America French military won the war,
expressing ideas and feelings
clearly
Prior to listening to “Will This
War Never End?” orally
identify what they know and
have learned about the
formation of the United States
as a new nation
Prior to listening to “Will This
War Never End?” orally
predict whether or not the
war will end, and then
compare the actual
outcomes to predictions
Lesson 8: A Describe an illustration of Add drawings to Explain the meaning of the Share writing with others
Young Nation George Washington, descriptions of what the saying “there’s no place like
Is Born Benjamin Franklin, and student would do if s/he were home” and use in appropriate
Thomas Jefferson, and use president to clarify ideas, contexts
pictures and detail in “A thoughts, and feelings Identify new meanings for the
Young Nation Is Born” to Prior to listening to “A Young word capital and apply them
describe the read-aloud’s Nation Is Born,” orally identify accurately
key ideas what they know and have Word Work: president
Identify the reasons or learned about the end of the
Multiple Meaning Word
facts the author of the read- Revolutionary War
Activity: capital
aloud gives to support the
point that George
Washington is known as the
“Father of Our Country.”
With assistance, create and
interpret a timeline of the
settlement of North America
and the creation of the United
States of America
Lesson 9: Ask and answer what Explain the meaning of the Plan and draft an
Never Leave questions orally, requiring saying “never leave until informative/explanatory text
Until Tomorrow literal recall and tomorrow that presents
What You Can understanding of the what you can do today” and information from “Never
Do Today details or facts from “Never use in appropriate contexts Leave Until Tomorrow What
Leave Until Tomorrow What You Can Do
Word Work: wise
You Can Do Today”
Today” about Benjamin
Ask questions to clarify Franklin
directions, exercises, and/or
Share writing with others
classroom routines in
connection with drawing
details from “Never Leave
Until Tomorrow What You
Can Do Today”
Describe Benjamin Franklin’s
inventions with relevant
details, expressing ideas and
feelings clearly
Add drawings to descriptions
of information learned from
listening to “Never Leave
Until Tomorrow What You
Can Do Today” to clarify
ideas, thoughts, and feelings
Prior to listening to “Never
Leave Until Tomorrow What
You Can Do Today,” orally
identify what they know and
have learned about the the
founding of the United States
Lesson 10: Describe the connection Describe Thomas Jefferson’s Word Work: anniversary Share writing with others
Building a between the designation of inventions with relevant
Nation with Thomas Jefferson as “the details, expressing ideas and
Words and father of American feelings clearly
Ideas architecture” and his Prior to listening to “Building
contributions to the design of a Nation with Words and
Washington, D.C., Monticello, Ideas,” orally identify what
and the University of Virginia they know and have learned
Describe an illustration of about Benjamin Franklin
Monticello and use pictures Use regular past, present,
and details in “Building a and future tense verbs
Nation with Words and Ideas” correctly in oral language
to describe the read-aloud’s
key ideas
Lesson 11: Identify the main topic of Add drawings to descriptions Word Work: symbols Plan and draft an
Liberty and “What Do a Flag, a Bell, and of our nation’s symbols to informative/explanatory text
Justice for an Eagle Have in Common?” clarify ideas, thoughts, and that presents information
ALL? and retell key details of the feelings about our nation’s symbols
informational read-aloud Prior to listening to “What Do from “What Do a Flag, a Bell,
Describe the connections a Flag, a Bell, and an Eagle and an Eagle Have in
between a flag, a bell, and an Have in Common?” orally Common?”
eagle predict what the main topic is Share writing with others
Describe an illustration of a of the read-aloud, and then
turkey and a bald eagle and compare the actual outcomes
use pictures and detail in to predictions
“What Do a Flag, a Bell, and
an Eagle Have in Common?”
to describe the read-aloud’s
key ideas
Lesson 12: Identify the main topic of Add drawings to descriptions Word Work: symbols Plan and draft an
What Do a “What Do a Flag, a Bell, and of our nation’s symbols to informative/explanatory text
Flag, a Bell, an Eagle Have in Common?” clarify ideas, thoughts, and that presents information
and an Eagle and retell key details of the feelings about our nation’s symbols
Have in informational read-aloud Prior to listening to “What Do from “What Do a Flag, a Bell,
Common? Describe the connections a Flag, a Bell, and an Eagle and an Eagle Have in
between a flag, a bell, and an Have in Common?” orally Common?”
eagle predict what the main topic is Share writing with others
Describe an illustration of a of the read-aloud, and then
turkey and a bald eagle and compare the actual outcomes
use pictures and detail in to predictions
“What Do a Flag, a Bell, and
an Eagle Have in Common?”
to describe the read-aloud’s
key ideas
Domain Review
Domain Assessment
Culminating Activities
In this domain, students will learn about the American frontier and the explorers that played an important role in the westward
expansion of the United States. Students will be introduced to key people and events that played a role in the early westward
expansion of the United States.