Content Standard(s):
English Language Arts 24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.3.3]
a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a]
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b]
c. Use temporal words and phrases to signal event order. [W.3.3c]
d. Provide a sense of closure. [W.3.3d]
Alabama Alternate Achievement Standards
AAS Standard:
English Language Arts 38 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.3.2]
a. Capitalize appropriate words in titles. [L.3.2a]
b. Use commas in addresses. [L.3.2b]
c. Use commas and quotation marks in dialogue. [L.3.2c]
d. Form and use possessives. [L.3.2d]
e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness ). [L.3.2e]
f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [L.3.2f]
g. Write legibily in cursive. (Alabama)
h. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [L.3.2g]
Alabama Alternate Achievement Standards
AAS Standard:
Mathematics 16. For a given or collected set of data, create a scaled (one-to-many) picture graph and scaled bar graph to represent a data set with several categories.
Unpacked Content
Evidence Of Student Attainment:
Students
Organize data and draw a scaled picture graph (with scales other than 1) to represent a data set with several categories. Organize data and draw a scaled bar graph (with scales other than 1) to represent a data set with several categories. Given a scaled picture graph or bar graph, solve one-And two-step problems using information presented in the graphs. Determine simple probability from a context that includes a picture or information displayed in a graph.
Teacher Vocabulary:
Data set
Scale
Picture graph
Scaled bar graph
Category
Probability Knowledge:
Students know:
Strategies for collecting, organizing, and recording data in picture graphs and bar graphs.
Describe and interpret data on picture and bar graphs.
Strategies for solving addition and subtraction one-And two-step problems. Skills:
Students are able to:
Collect and categorize data to display graphically. Draw a scaled picture graph (with scales other than 1) to represent a data set with several categories. Draw a scaled bar graph (with scales other than 1) to represent a data set with several categories.
Determine simple probability from a context that includes a picture.
Solve one-And two-step "how many more" and "how many less" problems using information presented in scaled graphs. Understanding:
Students understand that:
Questions concerning mathematical contexts can be answered by collecting and organizing data scaled pictographs and bar graphs.
Understand that logical reasoning and connections between representations provide justifications for solutions. Diverse Learning Needs:
Essential Skills:
Learning Objectives: M.3.16.1: Define picture graph, bar graph, and data.
M.3.16.2: Interpret the data to solve problems.
M.3.16.3: Identify the parts of a graph (x-axis, y-axis, title, key, equal intervals, labels).
M.3.16.4: Locate the data on a picture graph and a bar graph.
M.3.16.5: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
M.3.16.6: Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference.
Prior Knowledge Skills:
Describe picture graph and bar graph.
Use vocabulary related to comparing data. Recognize attributes of data displays.
Locate information on data displays.
Classify objects into given categories.
Sort the categories by count.
Recognize different types of data displays.
Alabama Alternate Achievement Standards
AAS Standard:
Mathematics 19. Estimate and measure liquid volumes and masses of objects using liters (l), grams (g), and kilograms (kg).
Unpacked Content
Evidence Of Student Attainment:
Students:
Accurately measure the liquid volume and mass of objects by selecting and using appropriate tools (such as balance and spring scales, graduated cylinders, beakers, and measuring cups) to determine measures to the nearest whole unit.
Given an image of a measurement device, determine the volume or mass shown in the image.
Use the four operations to solve one-step word problems involving liquid volume or mass measurements.
Given two measurement quantities or two images of a measuring device, determine the total volume/mass, or find the difference between the two volumes/masses.
Given the volume or mass of an object, determine the volume/mass of more than one object using multiplication.
Given the total volume or mass of multiple identical objects, determine the volume/mass of a single object using division.
Explain and justify solutions using a variety of representations. Teacher Vocabulary:
Liquid volume
Mass
Liter
Gram
Kilogram
Metric unit
Capacity
Matter Knowledge:
Students know:
Personal benchmarks for metric standard units of measure, mass (gram & kilogram) and liquid volume (liter), and the use of related tools (such as balance, spring scales, graduated cylinders, beakers, measuring cups) for measurement to those units.
Characteristics of addition, subtraction, multiplication, and division contexts that involve measurements.
How to represent quantities and operations physically, pictorially, or symbolically.
Strategies to solve one-step word problems that involve measurement. Skills:
Students are able to:
Measure liquid volume and mass in metric standard units.
Choose appropriate measurement tools and units of measure. Represent quantities and operations physically, pictorially, or symbolically,
Use a variety of strategies to solve one-step word problems that involve measurement. Understanding:
Students understand that:
Capacity indicates the measure of the volume (dry or liquid) in a container.
Mass indicates the amount of matter in an object and can be represented with different sized units. Diverse Learning Needs:
Essential Skills:
Learning Objectives: M.3.19.1: Define liquid volume, mass, grams, kilograms, and liters.
M.3.19.2: Recognize how the standard units of measure compare to one another.
M.3.19.3: Identify key terms for word problems.
M.3.19.4: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
M.3.19.5: Recall basic addition, subtraction, multiplication, and division facts.
M.3.19.6: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object.
Prior Knowledge Skills:
Measure objects using standard units.
Recall single-digit subtraction facts.
Recall single-digit addition facts.
Alabama Alternate Achievement Standards
AAS Standard:
