Running Head: LITERACY PROJECT

Literacy Project:
Content Area Literature Class
Amber Teel
Missouri Southern State University

LITERACY PROJECT

This literacy project is over the significance of the American flag and Pledge of
Allegiance. I picked this top because it goes with a Social Studies GLE for kindergarten that
addressed identify the flag as a symbol of our nation and reciting the Pledge of Allegiance. All
the resources I used for this project relate back to one or if not both of these topics. Many of
them deal with them directly.
This literacy project includes several various resources besides a textbook to teach a unit
about the American Flag and Pledge of Allegiance. The first components include a vocabulary
self awareness chart and vocabulary word sort, which meets the Common Core State Standard
about asking questions about unknown words in a text and determining the meaning of words
and phrases in a text relevant to a kindergarten topic or subject area.
Also, this literacy project consists of a shared reading and a question answer relationship
instructional strategy; both of these things apply comprehension skills. During these things
students think critically, predict, use context clues, use prior knowledge, and questioning. The
shared reading is something I, the teacher, would model for the students so they are able to use
that strategy why reading. The question answer relationship strategy would be used after the
reading of a text or passage, as a way to measure comprehension. The Common Core State
Standards in these to areas focuses on using key detail from the text to answer questions.
The final three components of this literacy project are note taking, graphic organizer, and
performance task. These are all types of instructional strategies that I would use during and after
reading a text. These also focus on Common Core State Standards that apply the use of key
details from the text. The performance task is like a combination of all the strategies used in this
literacy project.

LITERACY PROJECT
By incorporating all these resource and strategies it allows me to cover many of the
essentials areas needed in not only in Social Studies but also Language Arts and Reading. The
skills student learns during this lesson plan and other like it will not only carry over into other
subject areas but also into their lives.

LITERACY PROJECT

GLE:
SS1.K.D Identify the flag as a symbol of our nation. Recite the Pledge of Allegiance.
Two Magazine Articles:
Drevitch, G. (2002). 10 ways to teach kids to love America. Parents magazine, Retrieved
from http://www.parents.com/holiday/july-4th/traditions/10-ways-to-teach-kids- tolove-america/
10 Ways to teach kids to love America is a great tool for teachers and parents. This article
is a guide for teaching children what makes America special. Not only does this article
talk about our flag and the Pledge, but it also talks about our communities, our rights, and
so much more.
Frank, M. (2012). Stars & stripes. Kids discover magazine, Retrieved from
http://www.kidsdiscover.com/spotlight/stars-stripes-for-kids/
Stars & Stripes takes the reader through the history of the American flag. Also, including
how to care for the flag and what it stands for.
Two Newspaper Articles:
King, E. (1991, June 4). Students form giant American flag. The Baltimore Sun.
Retrieved from http://articles.baltimoresun.com/1991-06-04/news/1991155171_1_fortmchenry-american-flag-students
3,000 Students from all over Maryland came together to create a football size American
flag. Students held red, white and blue pieces of cardboard over their heads, to create the
American flag.

Thatcher-Ulrich, L. (2010, May 7). Star-Spangled story. The New York Times. Retrieved

LITERACY PROJECT

from http://www.nytimes.com/2010/05/09/books/review/Ulrich-t.html?_r=0
Betsy Ross is known for making the first American flag. However, many historians
dismiss this fact due to the lack of evidence. This article discusses the real Betsy Ross
and her life.
Three Nonfiction Texts:
Jones, R. C., & Geer, C. (1988). The Biggest (and Best) Flag That Ever Flew. Centreville, MD:
Tidewater.
This text tells about the story of Caroline Pickergill. Carolines mother made flags for a
living. She was hired to make the biggest and best American flag in the world.
Scott, F. & Morrison, K (2008). Oh Say! Can You See. Berkhamsted, Herts: Make Believe Ideas.
This nonfiction text contains a CD of 10 patriotic songs and history of America. In
addition, it contains poetic texts on each page.
Thomson, S.L. (2008) American Flag Q & A. New York: Collins.
This text contains many photos and fun facts about flags. Along, with Smithsonian
websites and exhibits.
Three Fiction Texts:
Juba, S. (2011). The flag keeper. [Kindle DX version] Retrieved from Amazon.com
This book is a great resource for teaching students about American flag etiquette. Not
only does it include etiquette but discussion questions, facts and activities.
Georgopolis, A. (2005). An American flag for their father. Exeter, NH: PublishingWorks
This is a story of two children whose father is a soldier stationed over seas. They are
wanted to find a huge flag for his homecoming.
White, B. (2011). Betsy Ross. New York, NY: Holiday House.

LITERACY PROJECT

This is a great fictional story of how Betsy Ross made the American Flag. Also, it get
students involved by having them create their own Betsy Ross star.
Poem/ Music Lyrics:
Streufert, D. (2005) The Pledge of Allegiance. Usflag.org. Retrieved from http://www.usflag.org
This site provides students with a visual of the words to the Pledge of Allegiance.
Visual:
Usevtsnetwork. (2013, March 17). The Pledge of Allegiance. Retrieved from
https://www.youtube.com/watch?v=7KfZQlfZQ9E
This video provides students with the meaning of the Pledge of Allegiance.
Two Childrens Picture Books:
Lewis, W. (2002). F is for flag. New York, NY: Grosset & Dunlap.
F is For Flag is a picture book that explains what the American flag stands for.
Douglas, L .G. (2003) The American Flag. New
York, NY: Children's.
This is a picture book that provides readers with the history of the American flag and
other American symbols.
Two Websites:
Streufert, D. (2005) Flag etiquette. Usflag.org. Retrieved from
http://www.usflag.org/flag.etiquette.html
This website has a list of all the correct flag etiquette.
Durr, J. (2014). 30 American flag crafts. Kids activities Blog. Retrieved from
http://kidsactivitiesblog.com/53337/30-american-flag-crafts
This site is a great resource for crafts and activities for students to do.

LITERACY PROJECT
Vocabulary Self-Awareness Chart
The Pledge of Allegiance

Streufert, D. (2005) The Pledge of Allegiance. Usflag.org. Retrieved from http://www.usflag.org

SS1D2
Describe the importance of the Pledge of Allegiance
R1.2.3
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Student Directions:
1. Examine the list of words you have written in the first column
2. Put a + next to each word you know well, and give an accurate example and definition
of the word. Your definition and example must relate to the unit of study.
3. Place a check next to any words for which you can write only a definition or an
example, but not both.
4. Place a ? next to words that are new to you.
5. Add any additional words you feel are important to know or are unfamiliar to you.

You will use this chart throughout the unit. By the end of the unit should have the entire chart
completed. Because you will be revising this chart, write in pencil.

Word
Pledge

Allegiance
Republic
Nation
Indivisible
Liberty
Justice

+
+

Example
My friend
pledged to
always be on
my team.
Loyalty

Definition
The act of
making a
promise or
commitment.

LITERACY PROJECT

First, model the process of using this chart for students prior to the reading. After modeling, have
the students fill out the chart. Students should continue to fill out the chart and revise their
responses while we read and discuss the Pledge of Allegiance. This will allow students to
observe their knowledge gain of the terms/concepts throughout the lesson. This also allows the
classroom to observe each students knowledge level throughout the lesson.

LITERACY PROJECT
Word Sort
F is For Flag
Lewis, W. (2002). F is for flag. New York, NY: Grosset & Dunlap.
SS1DK Identify the flag as a symbol of our nation.
R1K4 With prompting and support, ask and questions about unknown words in a text.
Directions: As a class we will go over unknown words from the text, as we write them on the
board. I will place students in pairs and provide each pair with their own book. Each pair will
also get a sheet of paper with one of the unknown words on it. Then with their partner they will
look for the word in the book. When they find the word in the book, they are to look at the
illustration and surrounding words to help them identify the meaning of the unknown word.
Once they think they know the meaning they are to draw the meaning of that word on their
paper. We will then come back as a class and sort the words into the follow three categories:
Symbols, People, and Places. Each pair will bring their word up and place it under the category
to which they believe it belongs. They will then explain why they believe it belongs in that
category. As a class we will discuss if we agree or disagree and why.

Symbols

People

Places

The American Flag

Betsy Ross

United States of America

Old Glory

George Washington

Country

Star-Spangled Banner
Stars and Stripes
Pledge of Allegiance

States

LITERACY PROJECT

10

This word sort could be given before or after students read F is For Flag. This would be a way to
assess how much the students know about the Flag and what it stands for before reading the text,
by just using context clues. Then after the students have read the story they could do this word
sort again as a checking for understanding assignment.

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LITERACY PROJECT
Question Answer Relationship (QAR)
APA Reference(s)
Thomson, S.L. (2008) American Flag Q & A. New York: Collins.
Content Standards
SS 1DK - Identify the flag as a symbol
CCSS ELA Standards
CCSS.ELA-LITERACY.RL.K.1
With prompting and support, ask and answer questions about key details in a text.
Class directions:
As a class we will read the book, American Flag Q & A. Then, as a class, students will
respond to each question. In their journal they will draw or write their response.

IN THE TEXT
Right There questions

Think and Search questions

IN YOUR HEAD
Author and You questions

On Your Own questions

Question
1.Name the nickname for the
American Flag.
2. Name the two groups who were
involved in the Civil War?

Answer
Stars and Stripes

1. What are things a flag can stand

for?
2. What does pledge mean?

Pride, Patriotism, Freedom

1. If you were part of the Civil

War how would you use flags?
Based on the author's information
about how flags were used during
the Civil War. Use information
from the text to support your
answer.

See sample rubric below.

Sample response:
I would use flags as a way to
communicate with the other soldiers.
Flags told others if they were in danger.

1. If you made your own flag what

would it look like? Why? What do
the things on your flag stand for?

See sample rubric below.

Sample response:
If I made a flag it would be teal and have

Union and Confederacy

Promise

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LITERACY PROJECT

3 stars on it. It would be teal because my

last name is Teel. The 3 stars stand for
my dad, my mom, and I.
Rubric for Author and Me (adjust your rubric to match your question)
4
3
2
Student states how they Student states how
Student states how
would use flags, if they they would use flags, they would use flags, if
were part of the Civil
if they were part of
they were part of the
War. Two pieces of
the Civil War. At
Civil War and uses at
information from the
least one piece of
least one piece of
text are used to support
information from the information from the
the answer. The student text is used to support text or uses
thoroughly explains
the answer and the
background
background knowledge
student uses some
knowledge/experiences
or experiences to further background
to support and explain.
support their answer.
knowledge or
(Verbally, Writing, or
(Verbally, Writing, or
experience to further
Illustrating)
Illustrating)
explain and support
their answer.
(Verbally, Writing, or
Illustrating)
Rubric for On My Own
4
Student stated what their
flag would look like.
They provided 2 details
about their flag.
Explained why they
made it looks that way
and what it stands form.
(Verbally, Writing, or
Illustrating)

3
Student stated what
their flag would look
like. They provided 1
detail about their flag.
Explained why they
made it looks that way
and what it stands
form.
(Verbally, Writing, or
Illustrating)

2
Student stated what
their flag would look
like. They provided 2
details about their
flag. Does not
explained why they
made it looks that way
and what it stands
form.
(Verbally, Writing, or
Illustrating)

1
Student states how they
would use flags, if they
were part of the Civil
War but does not use
information from the
text or personal
knowledge/experience
to support or explain.
(Verbally, Writing, or
Illustrating)

1
Student failed to clearly
state what their flag
would look like and
does not provide details
about their flag.
(Verbally, Writing, or
Illustrating)

When and why I would use this strategy

I would use this strategy after reading a passage from American Flag Q & A. This strategy
would be used to check for comprehension and critical thinking. It will check to see if students
can look to the text to find specific information, search through out the text to find information,
and use information, experiences, and critical thinking to answer questions.

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LITERACY PROJECT
Note Taking
Juba, S. (2011). The flag keeper. [Kindle DX version] Retrieved from Amazon.com

SS 1DK - Identify the flag as a symbol of our nation Recite the Pledge of Allegiance
CCSS.ELA-LITERACY.SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.

Student Directions: While reading the book The Flag Keeper, write down any new words or
words you dont know. Then, draw pictures to summarize what happened in the story. Put
them in order.

What happened?

New Words
1st
Halyard

2nd

Etiquette

Promotion

Halo

3rd

4th

Guardian

Vexillologist

I would use this method of taking notes during and after reading independently and
as a group. This form allows students to keep track of words they do not know and
bring them up in group discussion. It also allows them to document the story how
they imagine it, which gives the teacher prospective on their understanding of the
text.

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LITERACY PROJECT

Graphic Organizer
King, E. (1991, June 4). Students form giant American flag. The Baltimore Sun.
Retrieved from http://articles.baltimoresun.com/1991-06-04/news/1991155171_1_fortmchenry-american-flag-students

SS 1DK - Identify the flag as a symbol of our nation Recite the Pledge of Allegiance
CCSS.ELA-Literacy.RL.K.2 - With prompting and support, retell familiar stories, including key
details.

Directions: Retail the story by filling in the boxes with the beginning, middle, and
end. In each box draw a picture and write at least one word.

Beginning

Middle

End

3,000 Students

Red, White, Blue

Cardboard

American Flag

LITERACY PROJECT

15

I would use this graphic organizer during the reading of the magazine article about the students
from Maryland. Students will use this organizer to retail the story using key details from the text.
Students will also practice the reading and writing strategy of summarizing the text. I chose this
graphic organizer because it is a simple way sort the main parts of the story and provide detail
from the text.

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LITERACY PROJECT
Shared Reading
Text:
Lewis, W. (2002). F is for flag. New York, NY: Grosset & Dunlap.
F is For Flag is a picture book who
GLEs and CCSSs:

SS 1DK - Identify the flag as a symbol of our nation Recite the Pledge of Allegiance

CCSS.ELA-LITERACY.RF.K.4
Read emergent-reader texts with purpose and understanding.
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 idea in the text an illustration depicts).

Text
F is for Flag

Teacher commentary
Strategies
during think aloud
practiced/modeled
As I look at the title of the
Predicting
page I notice both the F and Questioning
the F in flag are both red.
Why do you think that is?
On the cover I see the
American flag and children of
different races.

F is for flag. Our flag.

The American flag.
See it waving in the wind,
just like a hand waving hello.

I think that this book will be

about the American flag and
what it means to everyone.
Lets keep reading and see if I
am right.
I wonder why it is called our
flag? Who do you think they
are talking about?

Questioning
Predicting

Have ever seen a flag

Making text-to-self
waving in the wind? What did connections

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LITERACY PROJECT

Our flag is everywhereat the library and in the park,

even on letters we send.
We see our flag near and far.
At school
and on ships at sea.
We see our flag- in happy
times and sad times.
Our flag is so many places
because we are proud of it.
It stands for our country, the
United States of America.
And it stands for us, the
people who live here.
Who are we?
We are all kinds of peopledifferent in many ways.
But we live and work and
play together.
We are like one great big
family.
One country, one family, one
flag for everybody.
We are proud of our flag. We
have songs about it.
We have nicknames for it.
We have the Pledge of
Allegiance, too.
The Pledge is a promise- a
promise to be a good
American, a promise to be a
good friend to our flag. As we
make this promise, we hold
our hand over our heart. This
shows that we mean what we
say.
F is for flag. Our flag.
F is for family and friends
and freedom, tooAnd everything special that
our flag stands for.
F is also for Flag Day June
14 our flags birthday. On
Flag Day, big parades march

it look like?
What places have you seen
the American Flag?

Prior Knowledge
Questioning

Where do you think the

American flag will be next in
the book?
I see the word proud and I
think of all the things I am
proud of, like my husband
and my son. What are some
things you are proud of?

Predicting

What people do you think

they are talking about? I think
it is talking about you and I.
How are we all different?
Is being different a good
thing?
When I hear the word family
I think of my sister and all my
cousins. Some times we fight
but we are always there for
each other. Do you think our
country is like a family?
Do you have a nickname?

Predicting

What do you think some of

the nicknames are for the
flag?
What is a promise? When I
hear the word promise I think
as something you keep
forever no matter what.

Predicting

How do our promises

compare to the Pledge?

Compare and Contrast

Prior knowledge

What other words can you

think of that start with f that
relate to this book?
Why do you think the flag is
so special?

Prior knowledge
Questioning

Making text-to-self
Prior Knowledge

Questioning

Making text-to-self
Prior Knowledge
Comparing

Making text-to-self

Making text-to-self

LITERACY PROJECT

18

down streets all over

America.

I would use this text to model shared reading strategies and how to break down text. This allows
students to predict, use prior knowledge, relate the text back to themselves, compare and
contrast, and build questioning skills. Students will be able to observe strategies they can use in
their own independent reading.

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LITERACY PROJECT

Performance Task
Grade Kindergarten
Content Area: Social Studies
Lewis, W. (2002). F is for flag. New York, NY: Grosset & Dunlap.
Durr, J. (2014). 30 American flag crafts. Kids activities Blog. Retrieved from
http://kidsactivitiesblog.com/53337/30-american-flag-crafts
SS1.K.D Identify the flag as a symbol of our nation.
CCSS.ELA-LITERACY.SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.
American Flag

1. Task Overview
20 minutes for classroom activity, 20 for performance task = 40 total minutes
Students will engage in a whole class discussion about the American Flag after reading F is for
Flag by taking part in shared reading. After whole class discussion and shared reading students
will be broken up into small groups, where they will come up with a group name and create a
group flag. They will then present their flag to the rest of the class.
2. Classroom Activity
Evidence Statement:
Students will engage in a whole class discussion about the American Flag by taking part in
shared reading. (20mins)
Students will create their own group flag and present it to their peer. (20mins)

LITERACY PROJECT

20

As a class the teacher will read F is for Flag and engage students in shared reading. Students will
make predications, use prior knowledge, and answer questions throughout the shared reading.
Students will then be broken into small groups. As a group they will create a name and a flag that
represents their group. After they create their flag and write their group name on the back they
will present it to the whole class.
3. Student Tasks 1 and 2
As a class students will take part in a shared reading while the teacher reads F is for Flag.
After the shared reading students will then use the knowledge they gained about the
American flag being a symbol to create their own group flag. They will then share their
groups flag with their classmates.
Part 1
20 minutes
Students will listen while the teacher demonstrates how to do shared reading. They will then join
in the shared reading as the teacher finishes the book.

Part 2
20 minutes
Students will be divided into groups. In their group they will create group name and flag. After
creating the flag they will share it with their classmates.
Scorable products
Students will not be graded for the shared reading, they will only be graded for Part 2. Students
will be graded on completion of flag, communication of their flag to their peers, using materials
properly, and social skills within their group.

LITERACY PROJECT

21

Teacher Preparation/Resources Required

The teacher will need to have the book F is for Flag and prepare a shared reading to use during
class. Also, the teacher will need to have all the supplies needed for students to create their group
flag, out and ready to go.
Teacher Directions
Introductory classroom activity
Step 1 Orientation to the Topic
Introduce the students to the American flag. Ask students what they already know about the
American flag. Ask students why they think we have the American Flag. Then explain to the
students that today we are going to learn more about the American flag and what it stands for.
Step 2 Access the Stimuli
Start reading F is for Flag with the students and modeling shared reading to them. Then have
them join in on the shared reading for the rest of the book.
Step 3 Clarify Expectations of the Task
Explain to the students how they just read about how the American flag is a symbol and how
now it is going to be their turn to create a flag. First they will be broken up into groups. They
will then name their group and write it on the back of their flag. Next, they will create a flag that
is a symbol of their group. Once they are finished the groups will take turns sharing them with
the class.
Student Directions
Part 1
Your Task
As a class we are going to read F is for Flag and take part in a shared reading.

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LITERACY PROJECT
Steps to Follow
As we read the text will ask questions, predict what will happen next, compare,
and relate to yourself. At first I will show you how it will sound like then I will
have you do it together as a class.
Directions for Beginning
Now that you have seen how a shared reading works I want you to try it. Raise

your hand then has a question, predict what will happen next, compare, or relate it
to you.
Resources/documents: F is for Flag

Text
F is for Flag

Teacher commentary
Strategies
during think aloud
practiced/modeled
As I look at the title of the
Predicting
page I notice both the F and Questioning
the F in flag are both red.
Why do you think that is?
On the cover I see the
American flag and children of
different races.

F is for flag. Our flag.

The American flag.
See it waving in the wind,
just like a hand waving hello.

Our flag is everywhereat the library and in the park,

even on letters we send.
We see our flag near and far.

I think that this book will be

about the American flag and
what it means to everyone.
Lets keep reading and see if I
am right.
I wonder why it is called our
flag? Who do you think they
are talking about?

Questioning
Predicting

Have ever seen a flag

waving in the wind? What did
it look like?
What places have you seen
the American Flag?

Making text-to-self
connections
Prior Knowledge
Questioning

Where do you think the

Predicting

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LITERACY PROJECT
At school
and on ships at sea.
We see our flag- in happy
times and sad times.
Our flag is so many places
because we are proud of it.
It stands for our country, the
United States of America.
And it stands for us, the
people who live here.
Who are we?
We are all kinds of peopledifferent in many ways.
But we live and work and
play together.
We are like one great big
family.
One country, one family, one
flag for everybody.
We are proud of our flag. We
have songs about it.
We have nicknames for it.
We have the Pledge of
Allegiance, too.
The Pledge is a promise- a
promise to be a good
American, a promise to be a
good friend to our flag. As we
make this promise, we hold
our hand over our heart. This
shows that we mean what we
say.
F is for flag. Our flag.
F is for family and friends
and freedom, tooAnd everything special that
our flag stands for.
F is also for Flag Day June
14 our flags birthday. On
Flag Day, big parades march
down streets all over
America.

Part 2

American flag will be next in

the book?
I see the word proud and I
think of all the things I am
proud of, like my husband
and my son. What are some
things you are proud of?

Making text-to-self
Prior Knowledge

What people do you think

they are talking about? I think
it is talking about you and I.
How are we all different?
Is being different a good
thing?
When I hear the word family
I think of my sister and all my
cousins. Some times we fight
but we are always there for
each other. Do you think our
country is like a family?
Do you have a nickname?

Predicting

What do you think some of

the nicknames are for the
flag?
What is a promise? When I
hear the word promise I think
as something you keep
forever no matter what.

Predicting

How do our promises

compare to the Pledge?

Compare and Contrast

Prior knowledge

What other words can you

think of that start with f that
relate to this book?
Why do you think the flag is
so special?

Prior knowledge
Questioning

Questioning

Making text-to-self
Prior Knowledge
Comparing

Making text-to-self

Making text-to-self

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LITERACY PROJECT
Explanation

Now, that you guys know about the American flag and how it is a symbol to the
U.S. I am going to break you up into groups to create your own flag, for your
group.
Your Assignment
You will come up with a group name and write it on the back of your flag. Then
use all the materials on your tables to create a flag for your group. Once every one
have finished you will share it with your classmates.
Your flag can have anything on it that represents your group. (Examples favorite
colors, animals, etc.)
4. Tasks Specifications and Scoring Rubrics
0 points
2 points
Unable or
Attempts Flag
Completion
unwilling to
but needs teacher
attempt the
help to stay on
task.
task.

Communication Does not

respond to
teacher
prompts about
sharing the
meaning of
their flag.
Uses Materials Threw or
destroyed
Properly
materials. Used
materials
inappropriately.
Caused conflict
during clean-up
time.
Needs many
Social Skills
reminders or
teacher

Responds to
teacher prompts
about sharing the
meaning of their
flag.

Needed teacher
intervention to
use materials
properly.
Materials were
on the floor. Did
not clean up
properly.
Needs reminders
to work well
with

4 points
Attempts with
no help from
teacher but
unable to
finish with the
given time.
Begins to
explain their
flag but with
limited
language.

6 points
Completes Flag with
given time and with
no help from teacher.

May need a
reminder to
use materials
properly and
to clean up.

Uses materials
properly. Helps clean
up area.

Generally
worked well
with group.

Works well with

group/partner. Helped
group mates. Used

Able to explain the

meaning of their flag
clearly and without
prompts from the
teacher.

25

LITERACY PROJECT
intervention. Is
loud, off-task,
out of seat,
running
around,
fighting,
bothering
others, and
refusing to
participate.

group/partner, to
share, and to
take turns. Needs
reminders to use
indoor voice, to
stay on task, to
participate.

May have
needed a
reminder to
help, share,
take turns, or
use inside
voice. May
need reminder
to stay on task.
Generally
participates.

"inside voice".
Remained on task.
Shared and took turns.
Participated.