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Unit 10Unit Name: Stars and Stripes
Big Idea: What can symbols tell us?		Unit pacing: 3 Weeks
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Unit Overview and Enduring UnderstandingsIn Unit 10, students will explore the meaning behind important American symbols such as the flag, the bald eagle, and the Statue of Liberty. Through stories, poems, and informational texts, they will learn how symbols can tell us about our country’s history, values, and identity. Comprehension strategies like predicting, visualizing, summarizing, and asking and answering questions will support their understanding of key ideas, text features, and the author’s purpose.

Phonics instruction will focus on distinguishing and using short and long vowel sounds, such as /i/ and /ī/, /o/ and /ō/, and /u/ and /ū/. Students will practice blending and reading words with these sounds, as well as spelling and writing them correctly. Fluency will be supported through decodable texts and repeated readings.

In writing, students will go through the full writing process to create descriptions and simple reports related to the unit theme. They will revise and edit their work for clarity and correctness. Grammar lessons will include the use of conjunctions and the construction of complete simple and compound sentences, including various sentence types with correct punctuation. Students will also continue handwriting practice, focusing on correct letter formation and consistent spacing.

This unit ties together literacy skills and social studies concepts, helping students understand how symbols can represent the values and stories of a nation.
LESSON 1: March 23- 27, 2026
LESSON 2: March 30- April 3, 2026
HOLIDAY BREAK (No Class): April 6, 2026
LESSON 3: April 7- 10, 2026

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Essential QuestionsFoundational Skills:
1. How do vowel sounds change the way a word is read or spelled?
2. Why is it important to know the difference between short and long vowel sounds?
3. How can blending sounds help us read new words?
4. What spelling patterns help us know if a vowel is long or short?
5. How does practicing with decodable texts help us become better readers?
Reading Elements & Comprehension Strategies:
1. How do reading strategies help us understand what we read?
2. How can identifying the main idea, details, and sequence help us make sense of a text?
3. How do an author’s words, text features, and story elements help share their message?
4. Why is reading fluently—smoothly and with expression—important for understanding?
5. What can we learn about our country from patriotic symbols and national landmarks?		Writing:
1. Why is it important to follow the steps of the writing process?
2. How do revising and editing make our writing better?
3. How does correct spelling help us communicate clearly?
4. What makes a sentence complete and easy to understand?
5. Why does neat handwriting matter in our writing?
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Content DomainEssential StandardsSupporting StandardsConceptsSkillsStrategies/ ModelsVocabularyEvidence of MasteryAssessmentsDistrict Aligned Resources
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Foundational Skils1.RF.3 Know and apply phonics and word analysis skills in decoding one-syllable or two-syllable words.
1.RF.3.f Recognize and read grade‐appropriate irregularly spelled words.

1.RF.4 Read with sufficient accuracy and fluency to support comprehension.

1.RF.4.a Read on-level text with purpose and understanding.

1.RF.4.b Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings.

1.RF.4.c Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.
Vowels can make short and long sounds, like /i/ in sit and /ī/ in bike, /o/ in hot and /ō/ in home, or /u/ in cup and /ū/ in cube.

Spelling patterns like i-e or igh can show the long /ī/ sound in words.

Long /ō/ sounds are often spelled with o_e, oa, or ow.

Long /ū/ sounds often use spelling patterns like u_e, ue, or ew.

Blending sounds helps us read words with short and long vowels accurately.

Knowing the difference between short and long vowel sounds helps us read, spell, and write words correctly.		Review and practice short and long vowel sounds:

/i/ (as in sit) and /ī/ (as in bike)

/o/ (as in hot) and /ō/ (as in home)

/u/ (as in cup) and /ū/ (as in cube)

Blend and read words that contain short and long vowel sounds to improve decoding.

Distinguish between short and long vowel sounds in spoken and written words.

Spell and write words using correct vowel patterns for both short and long vowels.

Build fluency by reading decodable texts that reinforce targeted vowel sounds.		Vowel Sound T-Chart – Sort words or pictures into short vs. long vowel categories (e.g., /i/ vs. /ī/).

Elkonin Sound Boxes – Segment vowel sounds by placing counters or letters in boxes.

Picture/Word Match – Match images to words with either short or long vowel sounds.

Minimal Pairs Practice – Contrast words like bit vs. bite or hop vs. hope for auditory discrimination.

Word Ladder Activities – Change one letter at a time to move from a short vowel word to a long vowel word (e.g., hop → hope).

I Do–We Do–You Do – Guided blending, reading, and sorting of vowel pattern words.

Repeated Reading – Practice decodable texts targeting short and long vowel sounds.

Echo Reading – Teacher models fluent reading of vowel-focused texts; students echo.

Timed Fluency Reads – Track speed and accuracy with vowel-specific passages.		HIGH FREQUENCY WORDS

Lesson 1 (Week 1):
five

Lesson 2 (Week 2):
N/A

Lesson 3 (Week 3):
N/A 		TSWBAT distinguish between short and long vowel sounds in spoken and written words with 85% accuracy on matching or T-chart tasks.

TSWBAT blend, read, and spell short and long vowel words correctly with 80% accuracy on decoding and spelling assessments.

TSWBAT read vowel-focused decodable texts fluently with improved rate and accuracy, showing growth on oral reading fluency checks.		Phonics Sorts or Cut-and-Paste Worksheets – Categorize words by vowel sound or pattern.

Decodable Word Reading Checklist – Check accuracy and fluency with target vowel sounds.

Spelling Quizzes – Include short/long vowel word lists (e.g., cap/cape, tub/tube).

Listening Discrimination Tasks – Students identify if spoken word has a short or long vowel.

Fluency Checks – Timed readings of vowel-based passages using WCPM (words correct per minute).

GALILEO Tests		Week 1:
\Decodable 106:
Picking Flowers

Week 2:
Decodable 107:
A Farm Visit

Week 3:
Decodable 108:
Mr. Plant Expert
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Reading Elements and Comprehension Strategies1.RL.10 With prompting and support, read stories, drama, and poetry of appropriate complexity for grade 1.

1.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

1.SL.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standard 1 for specific expectations.)
1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

1.SL.1.b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

1.L.1.i Produce and expand complete simple and compound sentences.

1.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

1.SL.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.		Readers understand more when they have a purpose and use strategies like predicting, questioning, clarifying, visualizing, summarizing, and making connections.

Texts are easier to understand when we can identify the main idea, supporting details, facts and opinions, and the order of events.

Authors use words, genres, and text features to share their ideas, and understanding these helps readers make sense of what they read.

Answering questions—both simple and deep—helps us think carefully and show what we understand from a text.

Learning and using new words in speaking, reading, and writing helps us become better communicators and readers.

Different types of texts, like stories, poems, and nonfiction, have special features that help us understand them.

Text features and story elements like setting and plot help organize information and tell the story clearly.

Fluent reading—reading smoothly with accuracy, the right speed, and expression—helps us understand the text better.

Knowing how to use parts of a book, like the cover and Table of Contents, helps us find information and understand what we are reading.

Learning about patriotic symbols and national landmarks helps us understand more about American history and values.		Set a purpose for reading and use comprehension strategies such as predicting, asking and answering questions, clarifying, visualizing, summarizing, making inferences, and identifying cause and effect.

Identify key ideas in a text, including main idea, supporting details, facts vs. opinions, and sequence of events.

Analyze the author’s purpose, genre, language, and text features to understand how they support meaning.

Answer both basic and higher-level questions to demonstrate comprehension and critical thinking.

Use new words in context to strengthen language and comprehension skills.

Understand the features of different genres, including informational text, poetry, and realistic fiction.

Explore how text features and story elements (like setting and plot) help organize and convey information.

Practice reading fluently with accuracy, pacing, expression, prosody, and automaticity through repeated reading and discussion of texts.

Identify and use parts of a book, such as the front/back cover, Table of Contents, and title, to locate and understand texts.

Explore patriotic themes and national symbols (e.g., flag, Statue of Liberty, bald eagle) to build understanding of American history and values.

Think-Aloud Modeling – Teacher verbalizes predicting, questioning, visualizing, summarizing, and making inferences.

Comprehension Strategy Anchor Charts – Visual supports for skills like cause and effect, visualizing, and summarizing.

Graphic Organizers:
1.) Main Idea and Details Web
2.) Story Map (characters, setting, plot)
3.) Cause-and-Effect Chart
4.) Fact vs. Opinion T-chart
5.) Sequence Chart (First, Next, Then, Last)

Genre Anchor Charts – Characteristics of informational texts, poetry, and fiction.

Author’s Purpose PIE Chart – Visualizing Persuade, Inform, Entertain with examples.

Text Feature Scavenger Hunt – Find and explain use of headings, captions, bold words, etc.

Comparing Genres Side-by-Side – Use a Venn diagram to compare fiction vs. nonfiction.

Repeated Reading – Build prosody and accuracy using leveled texts.

Echo Reading & Choral Reading – Support pacing and expression.

Vocabulary Journals & Word Maps – Use new words in original sentences and define using context clues.

K-W-L Chart – Before, during, and after reading on American symbols and values.

VOCABULARY WORDS

Lesson 1 (Week 1):
barrels, icon, proud, composed, preserve, fragile, values, banner, fort, spangled

Lesson 2 (Week 2):
torch, sculptor, model, hosting, shore, immigrants, qualities, humble

Lesson 3 (Week 3):
memorial, figure, challenges, equality, monument, archives, vault, declaration 		TSWBAT use sentence frames to explain their thinking with at least two supporting details.

TSWBAT identify the main idea and three supporting details in a nonfiction text using a graphic organizer with 85% accuracy.

TSWBAT correctly sort 5 out of 6 text-based statements into “Fact” or “Opinion” on a T-chart.

TSWBAT identify two cause-and-effect relationships from a text using a visual organizer with 80% accuracy.

TSWBAT correctly sequence 4–6 story events using transition words and pictures with 90% accuracy.

TSWBAT use 3–5 new vocabulary words in oral or written sentences and match them to their definitions with 80% accuracy.

TSWBAT identify the author’s purpose and provide 1–2 supporting reasons using text evidence.

TSWBAT read a grade-level passage aloud with 90% accuracy, proper intonation, and at least 60 words correct per minute (WCPM).

TSWBAT locate information using book parts (e.g., table of contents, headings) with 100% accuracy during guided tasks.

TSWBAT identify key U.S. symbols and explain their meanings in 2–3 sentences or orally with 80% accuracy.		Reading Response Journals – Predict, summarize, or reflect using sentence frames.

Comprehension Quizzes – Literal and inferential questions aligned to the text.

Graphic Organizer Completion – Evaluate student understanding using filled-in organizers.

Vocabulary Usage Tasks – Students apply new words in writing or oral discussions.

Fluency Checks – Measure WCPM (words correct per minute), expression, and accuracy during oral reading.

Exit Tickets – Short responses about author’s purpose, text features, or main idea.

GALILEO Tests		Lesson 1 (Week 1)
Title: "Our Song and Our Flag"
Poetry: "The Star-Spangled Banner"

Lesson 2 (Week 2)
Title: "The Statue of Liberty"
Title: "The Bald Eagle: A Proud Symbol"

Lesson 3 (Week 3):
Title: "Our Trip to Washington, D.C."
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Writing1.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above).1.W.7 With guidance and support from adults, 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 instructions).Writing follows a process that includes planning, drafting, revising, editing, and publishing to help organize and improve ideas.

Revising and editing strengthen writing by adding details, improving clarity, and correcting errors.

Accurate spelling supports clear communication and helps others understand written work.

Recognizing and applying common spelling patterns improves reading and writing accuracy.

Correct letter formation contributes to legible handwriting.

Consistent letter size and spacing enhance the readability and presentation of written work.

Conjunctions connect ideas and add clarity to writing.

Writing complete sentences—including declarative, interrogative, exclamatory, and imperative types—requires appropriate structure and punctuation.		Plan, draft, revise, edit, and publish written pieces, including descriptions and reports.

Continue developing writing by improving ideas, organizing details, and applying feedback through each stage of the writing process.

Take spelling pretests, identify errors, and correct misspelled words.

Practice and apply spelling patterns, including words with vowel sounds like /ū/ and /u/.

Form uppercase letters correctly, including P, D, S, U, G, and Q.

Control letter size and spacing to improve handwriting neatness and readability.

Identify and use conjunctions to connect ideas.

Produce and expand complete simple and compound sentences, including declarative, interrogative, exclamatory, and imperative forms, with correct punctuation.		Writing Workshop Model: Plan, draft, revise, edit, and publish using mini-lessons and peer conferencing.

Graphic Organizers: Use a four-square planner or writing web to organize ideas in descriptions and reports.

Sentence Expansion: Use sentence stems and transition word cards to build compound and complex sentences.

Mentor Sentences: Analyze and imitate well-structured sentences from modeled texts to reinforce grammar (conjunctions, sentence types).

Spelling Sorts: Group words by vowel sounds (/ū/ as in “cube” vs. /u/ as in “put”) using sorting cards or sound boxes.

Spelling Pretest + Corrective Practice: Weekly routine with error analysis and correction.

Handwriting Practice Pages: Model and trace uppercase letters (P, D, S, U, G, Q) with proper alignment, spacing, and directionality.		SPELLING WORDS.

Lesson 1 (Week 1)
Spelling Words:
bit, quit, quite, kite, white, dry, shy, fly, spin, twins

Lesson 2 (Week 2)
Spelling Words:
got, stop, shop, code, rope, sock, clock, roam coast, cloak

Lesson 3 (Week 3)
Spelling Words:
drum, plug, use, music, human, jump, hunt, spun, huge, prune		TSWBAT plan, draft, revise, edit, and publish a report or description using a graphic organizer, showing clear topic focus and supporting details with 3 or higher on a rubric.

TSWBAT spell 80% of weekly spelling words with /ū/ and /u/ sounds correctly on assessments and in written work.

TSWBAT form uppercase letters (P, D, S, U, G, Q) with correct size and spacing in writing samples as measured by a handwriting checklist.

TSWBAT write and expand 4 types of sentences (declarative, interrogative, exclamatory, imperative) using appropriate punctuation and conjunctions in at least 4 out of 5 attempts.

Writing Rubric: Assess organization, content development, grammar, sentence structure, and mechanics across writing stages.

Spelling Tests: Weekly spelling assessments focused on /ū/ and /u/ vowel patterns.

Sentence Construction Task: Students write a mix of declarative, interrogative, exclamatory, and imperative sentences using correct punctuation and conjunctions.

Handwriting Checklist: Evaluate proper formation, spacing, and alignment of uppercase letters on writing samples.

Sentence Writing
Sentence Editing
Sentence Scramble

Dictation Exercises		Handwriting without tears ( Students edition)
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