Content Standard(s):
Social Studies 4 ) Identify contributions of diverse significant figures that influenced the local community and state in the past and present. (Alabama)
Example: Admiral Raphael Semmes' and Emma Sansom's roles during the Civil War (Alabama)
Unpacked Content
Strand: History
Course Title: Living and Working Together in Family and Community and State
Evidence Of Student Attainment:
Students:
Understand the meaning of a contribution.
Identify significant contributors to Alabama by connecting the person to their contribution.
Distinguish between past and present contributors of Alabama (for example, Admiral Raphael Semmes, Emma Sansom). Teacher Vocabulary:
understand
identify
distinguish
leaders
significant figures
contributions
contributor
state
past
present
roles Knowledge:
Students know:
The important contributions citizens make in their local community and state.
Vocabulary: leaders, significant figures, contributions, contributor, state, past, present, roles Skills:
Students are able to:
Read and comprehend the role of a contributor.
Understand how contributions affect the local community and state. Understanding:
Students understand that:
There were important contributions by significant figures, such as Admiral Raphael Semmes and Emma Sansom, who influence the local community and Alabama from the past and in the present.
Alabama Alternate Achievement Standards
AAS Standard:
Social Studies 2 ) Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good.
• Recognizing our country's founding fathers, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, John Adams, John Hancock, and James Madison
• Recognizing historical female figures, including Abigail Adams, Dolley Madison, Harriet Tubman, and Harriet Beecher Stowe
• Describing the significance of national holidays, including the birthday of Martin Luther King, Jr.; Presidents' Day; Memorial Day; the Fourth of July; Veterans Day; and Thanksgiving Day
• Describing the history of American symbols and monuments
Examples: Liberty Bell, Statue of Liberty, bald eagle, United States flag, Washington Monument, Lincoln Memorial
Unpacked Content
Strand: History, Civics and Government
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
Identify national historic figures, including the founding fathers and other historic male and female American's, and relate them to the democratic values each exemplifies.
Describe national celebrations, including their significance and democratic values associated with each.
Identify American symbols and monuments and describe the history and significance of each. Teacher Vocabulary:
historic figures (male and female)
celebrations
exemplify
democratic values
recognize
founding fathers
significance
national holidays
American symbols
monuments Knowledge:
Students know:
Fundamental democratic values including equality, justice, and responsibility for the common good.
The names and significance of national historic figures, both male and female.
The significance of national holidays and the relationship of each to democratic values.
The history and significance of American symbols and monuments.
Vocabulary: democratic values, equality, justice, responsibility, common good, founding father, national holiday, American symbol, monument Skills:
Students are able to:
Identify national historic figures and celebrations.
Identify the ways historic figures and celebrations exemplify fundamental democratic values.
Recognize our country's founding fathers and other historic male figures.
Recognize historic female figures.
Describe national holidays, including the significance of each and the democratic values associated with each.
Identify American symbols and monuments and describe the history and significance of each. Understanding:
Students understand that:
There is an importance and impact of national historic figures and celebrations.
Alabama Alternate Achievement Standards
AAS Standard:
English Language Arts R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
Unpacked Content
Teacher Vocabulary:
R3.
Background knowledge
Vocabulary
Discussion Knowledge:
R3. Students know:
Relating experiences through discussions, writing, and reading will help build background knowledge and improve vocabulary. Skills:
R3. Students are able to:
Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
Construct the meaning of words through discussions, reading, and writing. Understanding:
R3. Students understand that:
Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts 2. Actively participate in shared reading experiences and collaborative discussions to build background knowledge and learn how oral reading should sound.
Examples: read-alouds, oral dramatic activities
Unpacked Content
Teacher Vocabulary:
2.
Participate
Shared reading
Background knowledge
Oral reading Knowledge:
2. Students know:
The process of shared reading experiences and collaborative discussions.
Shared reading and collaborative discussions can increase their background knowledge.
How fluent oral reading sounds. Skills:
2. Students are able to:
Participate in shared reading and discussions to build background knowledge and learn new information.
Describe how oral reading should sound. Understanding:
2. Students understand that:
Actively participating in shared reading experiences and collaborative discussions can build their background knowledge.
Listening to others read aloud can help improve their oral reading skills.
English Language Arts 23. Identify and describe the main story elements in a literary text.
a. Describe the characters and settings, using illustrations and textual evidence from a story.
b. Retell the plot or sequence of major events in chronological order.
Unpacked Content
Teacher Vocabulary:
23.
Identify
Describe
Story elements
Literary text
23a.
Describe
Characters
Settings
Illustrations
Textual evidence
Story
23b.
Retell
Plot
Sequence
Major events
Chronological order Knowledge:
23. Students know:
Main story elements in a literary text.
23a.
Characters in a story.
Settings in a story.
Characters and settings in a story can be identified using information from the text or illustrations.
23b.
Chronological order.
Techniques for retelling a literary text orally using key details./li> Skills:
23. Students are able to:
Identify the main story elements in a text.
Describe the main story elements in a text.
23a.
Identify characters in a story.
Identify the setting of a story.
Describe the characters of a story using illustrations and textual evidence.
Describe the setting of a story using illustrations and textual evidence.
23b.
Identify major events in a story.
Retell the plot of a story in chronological order. Understanding:
23. Students understand that:
Literary texts include predictable story elements, such as plot, characters, setting, conflict, and resolution, to help the reader to better comprehend the text.
23a.
A story tells about a character's experience, and they can use information from the text or illustrations to identify and describe characters in a story.
The setting is the time and place that a story takes place, and they can identify and describe the setting by using information from the text or illustrations.
23b.
The major events that occur in a story is called the plot of the story.
Chronological order means that a story has a timeline of events that occur in sequence from beginning to end.
They can demonstrate their comprehension of a story by describing its main events in chronological order.
English Language Arts 40. Describe ideas, thoughts, and feelings, using adjectives, drawings, or other visual displays to clarify.
Unpacked Content
Teacher Vocabulary:
40.
Describe
Ideas
Thoughts
Feelings
Adjectives
Drawings
Visual displays
Clarify Knowledge:
40. Students know:
How to describe ideas, thoughts, and feelings using adjectives or drawings.
Adjectives are words that describe attributes of nouns. Skills:
40. Students are able to:
Use adjectives to describe ideas, thoughts, and feelings.
Add illustrations or other visual displays to clarify ideas, thoughts, and feelings. Understanding:
40. Students understand that:
Adjectives may be used to describe thoughts, ideas, or feelings.
Adding drawings or other visuals to descriptions help to express thoughts, clarify ideas, and share feelings.
English Language Arts R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
Unpacked Content
Teacher Vocabulary:
R3.
Background knowledge
Vocabulary
Discussion Knowledge:
R3. Students know:
Relating experiences through discussions, writing, and reading will help build background knowledge and improve vocabulary. Skills:
R3. Students are able to:
Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
Construct the meaning of words through discussions, reading, and writing. Understanding:
R3. Students understand that:
Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts 31. Use information from a text to determine the author's purpose in different forms of informational and literary texts.
Unpacked Content
Teacher Vocabulary:
31.
Author's purpose
Informational texts
Literary texts Knowledge:
31. Students know:
Authors write for different reasons: to entertain, to persuade, to inform, to explain. Skills:
31. Students are able to:
Use text evidence to determine the author's purpose in different types of literary (fictional) and informational (nonfictional) texts. Understanding:
31. Students understand that:
Determining the author's purpose when reading allows them to strengthen their understanding and comprehension of the text.
