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
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Analyze a historical document.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 R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
Unpacked Content
Teacher Vocabulary:
R5.
Writing process
Plan
Draft
Revise
Edit
Publish
Genres Knowledge:
R5. Students know:
The writing process steps are to plan, draft, revise, edit, and publish.
Various genres of writing. Skills:
R5. Students are able to:
Plan writings in various genres.
Draft writings in various genres.
Revise writings in various genres.
Edit writings in various genres.
Publish writings in various genres. Understanding:
R5. Students understand that:
The writing process is a set of steps that make writing easier.
There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts 40. Write a personal or fictional narrative using a logical sequence of events, including details to describe actions, thoughts, and feelings and providing a sense of closure.
Unpacked Content
Teacher Vocabulary:
40.
Personal narrative
Fictional narrative
Logical
Sequence of events
Details
Actions
Thoughts
Feelings
Closure Knowledge:
40. Students know:
A narrative is a piece of writing that tells a story.
A narrative story describes a sequence of events in a logical order (beginning, middle, end).
A narrative story describes the actions, thoughts, and feelings of the characters. Skills:
40. Students are able to:
Write a personal narrative that recalls a personal experience or write a fictional narrative with a made-up story.
Write a narrative with a logical sequence of events and provide details that describe how the character feels, acts, and thinks.
Write a narrative that ends with a sense of closure. Understanding:
40. Students understand that:
Narrative writing includes predictable elements, like a logical sequence of events and an ending that provides the reader with a sense of closure.
Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.
