Content Standard(s):
Social Studies 3 ) Use various primary sources, including calendars and timelines, for reconstructing the past.
Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts
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Strand: History
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
Reconstruct a past event using various primary sources, including calendars and timelines. Teacher Vocabulary:
primary sources
calendars
timelines
reconstructing
past Knowledge:
Students know:
How to use a calendar.
How to interpret a timeline.
Vocabulary: primary sources, calendar, timeline, past, historical letter, artifacts Skills:
Students are able to:
Read a calendar.
Create and use a timeline.
Analyze a historical document.
Utilize maps, photographs, and other visual historic resources. Understanding:
Students understand that:
Primary sources play an important role in reconstructing the past.
Alabama Alternate Achievement Standards
AAS Standard:
Mathematics 17. Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes.
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Evidence Of Student Attainment:
Students:
choose appropriate tools and units of measurement based on size of object.
measure objects correctly. Teacher Vocabulary:
Standard units of measurement Knowledge:
Students know:
standard units of length measure (inches, feet, yards, centimeters and meters) and the related tools. Skills:
Students are able to:
measure length in standard units (inches, feet, yards, centimeters and meters).
choose and accurately use appropriate measurement tools and units of measure. Understanding:
Students understand that:
without overlaps or gaps.
the length of the object is expressed as the number of unit lengths needed to cover the same distance. Diverse Learning Needs:
Essential Skills:
Learning Objectives: M.2.17.1: Identify units of measurement for length.
M.2.17.2: Demonstrate how to use measurement tools.
M.2.17.3: Identify measurement tools.
M.2.17.4: Model measuring using non-standard units.
M.2.17.5: Order three objects by length.
M.2.17.6: Compare the lengths of two objects indirectly by using a third object.
M.2.17.7: Describe measurable attributes of objects such as length or weight.
Prior Knowledge Skills:
Define more, less, length, width, weight and height.
Identify objects by length and height. Identify objects by length. Sort objects according to measurable attributes.
Sort objects according to non-measurable attributes.
Use comparative language (longer/shorter, taller/shorter) for the attributes of objects related to length.
Communicate long, tall, short.
Recognize the length attributes of objects (long/short, tall/short).
Recognize length as the measurement of something from end to end.
Understanding concepts of small, big, tall, short.
Alabama Alternate Achievement Standards
AAS Standard:
Mathematics 22. Create a number line diagram using whole numbers and use it to represent whole-number sums and differences within 100.
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Evidence Of Student Attainment:
Students:
create number line(s) with equally spaced points and a scale of one.
represent the quantities as lengths from 0.
explain and justify the solutions using representations on number lines (may include open number lines). Teacher Vocabulary:
Number line
Whole numbers
Sum
Difference Knowledge:
Students know:
how to create a number line.
how to count forwards and backwards on a number line.
how to use addition and subtraction to solve equations using the number line. Skills:
Students are able to:
represent quantities and addition/subtraction on number line diagrams.
create and use number line models to represent, solve, and justify solutions to addition and subtraction problems within 100. Understanding:
Students understand that:
quantities can be represented as distances from zero on a number line.
a variety of models, including number lines, can be used to represent and solve addition and subtraction problems. Diverse Learning Needs:
Essential Skills:
Learning Objectives: M.2.22.1: Recognize that each successive number name refers to a quantity that is one larger; and each previous number name refers to a quantity that is one less.
M.2.22.2: Use a number line to add and subtract within 10.
M.2.22.3: Write numerals 0 to 100.
M.2.22.4: Trace numerals 0 to 100.
Prior Knowledge Skills:
Represent addition and subtraction with objects, pictures, fingers, or sounds within twenty.
Understand addition as putting together and subtraction as taking from.
Establish one-to-one correspondence between numbers and objects.
Rote count to 25.
Notice same/different and some/all.
Point to matching or similar objects.
Add and subtract numbers within 20 using objects, pictures and fingers.
Pair "taking away" with subtraction.
Take a smaller set out of a larger set.
Pair putting together with adding.
Combine two sets to make a larger set up to twenty.
Count items in a set up to twenty.
Using counting, find one less than a number 2 through 20.
Using counting, find one more than a number 1 through 20.
Understand +, -, = and what they represent.
Count forward to 50 by tens.
Count backwards from 50 by tens.
Mimic counting to 50 by tens.
Trace numerals 0- 50.
Mimic creating a number line with equally spaced points from 0 to 20.
Alabama Alternate Achievement Standards
AAS Standard:
English Language Arts R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
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Teacher Vocabulary:
R1.
Active Listening
Discussion
Conversation
Rules
Participation Knowledge:
R1. Students know:
Active listening skills.
Agreed-upon rules for participation for discussions and conversations in a variety of settings.
Skills:
R1. Students are able to:
Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
Converse in pairs, small groups, and large groups.
Practice the agreed-upon rules for participation. Understanding:
R1. Students understand that:
Conversations and discussions follow agreed-upon rules to help us actively listen and gain understanding.
English Language Arts 1. Participate in conversations and discussions with groups and peers utilizing agreed-upon rules.
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Teacher Vocabulary:
1.
Conversations
Discussions
Groups
Peers
Agreed-upon rules Knowledge:
1. Students know:
Speaking and listening skills for discussions and conversations with groups and peers.
Agreed-upon rules for discussions. Skills:
1. Students are able to:
Listen attentively.
Add to conversations.
Take turns speaking.
Respond to the comments of others.
Extend conversations.
Converse with peers and adults.
Converse in small and large groups.
Ask clarifying questions. Understanding:
1. Students understand that:
Good conversations occur when participants actively listen, build on others' ideas, and ask clarifying questions.
English Language Arts 2. Present information orally using complete sentences, appropriate volume, and clear pronunciation.
a. Use oral language for different purposes: to inform, to entertain, to persuade, to clarify, and to respond.
b. Use complex sentence structures when speaking.
c. Ask and answer questions to seek help, clarify meaning, or get information.
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Teacher Vocabulary:
2.
Present
Orally
Complete sentences
Appropriate volume
Clear pronunciation
2a.
Oral language
Purposes
Inform
Entertain
Persuade
Clarify
Respond
2b.
Complex sentence structures
2c.
Knowledge:
2. Students know:
Speaking skills for oral presentations.
2a.
Oral language skills for different purposes of communication.
2b.
The structure of a complex sentence.
2c.
Questions to seek help.
Questions to clarify information.
Questions to get information.
Responses to questions with appropriate information. Skills:
2. Students are able to:
Form complete sentences, use appropriate volume based on the situation or environment, and use clear pronunciation when sharing information orally.
2a.
Use listening and speaking skills to inform, entertain, persuade, clarify, and respond.
2b.
Use complex sentences when sharing information orally.
2c.
Ask and answer questions to seek help, clarify meaning or get information. Understanding:
2. Students understand that:
To communicate clearly, a speaker should use complete sentences, a voice volume that can be heard by the audience, and clearly pronounced words.
2a.
They can use their oral language should vary depending on its purpose.
2b.
Using complex sentence structures when speaking helps to provide details and combine ideas in an interesting way.
2c. Students understand that:
They can get help, learn new information, or express information they know or have learned by asking and answering questions, depending on the task at hand.
English Language Arts 3. Demonstrate oral literacy skills by participating in a variety of oral language activities.
Examples: creating oral stories, participating in oral dramatic activities, reciting poems and stories
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Teacher Vocabulary:
3.
Oral literacy skills
Oral language activities Knowledge:
3. Students know:
Oral literacy skills include speaking, listening, and comprehending. Skills:
3. Students are able to:
Demonstrate oral literacy skills in a variety of oral language activities, such as creating oral stories, participating in oral dramatic activities, reciting poems and stories. Understanding:
3. Students understand that:
Practicing their oral literacy skills through a variety of activities will help improve their speaking, listening, and comprehension abilities.
