English Language Arts ELA2015 (2015) Grade: 2 12 ) Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [RI.2.3]
Alabama Alternate Achievement Standards
AAS Standard: ELA.AAS.2.12- Identify events or steps in a historical, scientific, or technical text.
Social Studies SS2010 (2010) Grade: 2 Living and Working Together in State and Nation 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Analyze a historical document.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: SS.AAS.2.3- Use various primary sources, including calendars and timelines, for reconstructing the past.
Mathematics MA2019 (2019) Grade: 2 15. Measure lengths of several objects to the nearest whole unit.
a. Create a line plot where the horizontal scale is marked off in whole-number units to show the lengths of several measured objects.
Unpacked Content
Evidence Of Student Attainment:
Students:
use line plots (whole number scale) to display the data generated by measuring lengths of several objects.
communicate questions and descriptions related to the data display. Teacher Vocabulary:
Line plots
Repeated measurement
Whole unit Knowledge:
Students know:
to use graphs to make observations about the data. Skills:
Students are able to:
use standard units and the related tools to measure length to the nearest whole unit.
organize and represent length measurement data on a line plot.
analyze data. Understanding:
Students understand that:
questions concerning mathematical contexts can be answered by collecting and organizing data and displaying the data in line plots. Diverse Learning Needs:
Essential Skills:
Learning Objectives: M.2.15.1: Define length and line plot.
M.2.15.2: Use vocabulary related to comparison of length.
Examples: longer, shorter, longest, shortest, taller.
M.2.15.3: Demonstrate rounding up to the nearest whole unit on measurement tools.
M.2.15.4: Demonstrate measuring length using standard units.
M.2.15.5: Describe a line plot.
M.2.15.6: Model measuring length using standard units.
M.2.15.7: Identify objects by length.
M.2.15.8: Sort objects according to length.
M.2.15.9: Explore objects in relationship to length.
Prior Knowledge Skills:
Define more, less, length, width, weight and height.
Identify objects by length and height. Examples: shortest pencil, heaviest rock.
Identify objects by length. Examples: shortest pencil, heaviest rock.
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.
Use manipulatives and counting.
Establish one-to-one correspondence between numbers and objects.
Write numerals 0-20.
Mimic marking Xs on number line.
Mathematics MA2019 (2019) Grade: 2 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.
Examples: inches, feet, yard; centimeter, meters.
M.2.17.2: Demonstrate how to use measurement tools.
Example: avoiding gaps and overlaps.
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. Examples: shortest pencil, heaviest rock.
Identify objects by length. Examples: shortest pencil, heaviest rock.
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: M.AAS.2.17 Using vocalization, sign language, augmentative communication, or assistive technology, identify standard tools associated with measurement (clock, ruler, scale, measuring cup); measure the lengths of objects using nonstandard units (e.g., hands, paper clips).
Mathematics MA2019 (2019) Grade: 2 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: M.AAS.2.22 Represent whole-number sums within 20 using a number line.