Content Standard(s):
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:
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
Unpacked Content
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.
Unpacked Content
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.
Unpacked Content
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.
Unpacked Content
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.
Unpacked Content
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 4. Orally answer who, what, when, where, why, and how questions about a text or conversation, using complete sentences to provide key ideas and details.
Unpacked Content
Teacher Vocabulary:
4.
Orally
Who, what, when where, why, and how questions
Complete sentences
Key ideas
Key details Knowledge:
4. Students know:
Key ideas and details should be included when answering questions.
Complete sentences, which contain a subject and a predicate, should be used when answering questions.
Who, when, and where questions will have a concrete, objective answer.What, why, and how questions may have a more abstract, subjective answer. Skills:
4. Students are able to:
Orally answer questions about a text or conversation using complete sentences that provide information about key ideas and details.
Orally answer who, what, when, where, why, and how questions about a text or conversation with appropriate key ideas and details. Understanding:
4. Students understand that:
When answering who, what, when, where, why, and how questions they should provide key ideas and details from a text or conversation to demonstrate their comprehension.
Speaking in complete sentences helps them clearly communicate their message and their understanding.
English Language Arts 22. Use content knowledge built during read-alouds and independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
Unpacked Content
Teacher Vocabulary:
22.
Content knowledge
Read-alouds
Independent reading
Informational text
Literary Text
Content-specific discussions
Writing Knowledge:
22. Students know:
Content knowledge is information learned about a specific subject.
Content knowledge can be learned by listening to read-alouds or independently reading.
Informational text is nonfiction text, and literary text is fictional. Skills:
22. Students are able to:
Build content knowledge from listening to text read aloud and from independently reading.
Use content knowledge learned from read-alouds and independent reading in content-specific discussions with peers.
Use content knowledge learned from read-alouds and independent reading in writing. Understanding:
22. Students understand that:
Content-specific discussions with peers can demonstrate the content knowledge they learned through read-alouds or independent reading.
They can produce writings that demonstrate knowledge of content-specific information.
English Language Arts 28. Establish a purpose before reading literary and informational texts to enhance comprehension.
Examples: for pleasure, to identify main idea, to gather information or facts on a topic
Unpacked Content
Teacher Vocabulary:
28.
Establish
Purpose
Literary texts
Informational texts
Enhance
Comprehension Knowledge:
28. Students know:
There are different purposes for reading.
Authors write text for different purposes. Skills:
28. Students are able to:
Establish a purpose for reading literary and informational text, such as for pleasure, to identify the main idea, to gather information or facts on a topic. Understanding:
28. Students understand that:
There are different purposes for reading, and establishing their purpose before engaging in reading can improve their overall comprehension of literary and informational text.
