Standard 1: Reading SIXTH GRADE - Pearson Education



A Correlation of

To the

Louisiana

2011 Social Studies

Grade-Level Expectations

Grade 1

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Introduction

This document demonstrates how myWorld Social Studies, ©2013 meets the Louisiana 2011 Social Studies Grade-Level Expectations for Grade 1. Correlation page references are to the Student Worktext and the Teacher’s Guide. Alignments are cited at the page level.

myWorld Social Studies is an exciting program that supports both social studies and literacy with instruction that is streamlined, flexible, and attuned to today’s classroom. Innovative digital instruction is seamlessly integrated, providing a blended program that is engaging, effective, and easy to use.

Everyone has a story. What’s yours?

myWorld Social Studies™ utilizes storytelling to bring social studies content to life. Exclusive interactive digital solution makes social studies personal for every student in a way that’s easier for the instructor. With myWorld Social Studies, you can get to the heart of social studies in the time you have.

Reinforce literacy instruction Every minute spent teaching social studies also reinforces reading and writing instruction.

Reduce prep time Ready-made digital presentations, quick-start Teacher Guide, and easy-to-use online resources reduce time.

Keep it current Teach to the moment using Pearson’s exclusive myStory Book Current Events prompts.

Prepare students for the next level Embedded interactive skills instruction prepares students for lifelong learning.

Interactive Student Text

Interactive Student Worktexts promote active learning and support students who are learning to read in the content areas. Standards-based content is presented in an interactive format that promotes active reading strategies.

Student Materials

• Kindergarten Flip Book

• Student Worktext

• Student Atlas

• Leveled Readers

• Student Edition DVD-ROM

Teacher Materials

• Teacher Guide

• Kindergarten Teacher Lesson Plan Blackline Masters

• Accelerating Progress for English Language Learner’s Teacher Guide Activity Kit

• Activity Kit, Hands-on activities for each chapter designed by Colonial Williamsburg

• myStory Video DVD-ROM, engaging videos that explore the Big Question

• ExamView® DVD-ROM, ready-made chapter tests and quizzes

• Teacher Resource Library DVD-ROM, One stop resources for lesson plans,

high-stakes assessment support, and more

©2015 Pearson Education, Inc. or its affiliate(s).  All rights reserve

|Louisiana 2011 Social Studies |myWorld Social Studies, ©2013 |

|Grade-Level Expectations |Making Our Way |

|Grade 1 |

|History |

|Standard 1 – Historical Thinking Skills |

|Students identify concepts of continuity and change in their personal environments. |

|1.1.1 Construct personal timelines that highlight past and present |SE: Timelines, 168–169 |

|events |TG: Active Reading & Lesson Summary pages 129–130 |

|1.1.2 Create a primary source of personal information |SE: How We Learn About History, 170–173; myStory Book, 189 |

| |TG: Active Reading & Lesson Summary pages, 131–133 |

|1.1.3 Compare and contrast lifestyles of the past to the present |SE: School then and Now, 165; Communities Then and Now, 166–167; Life|

| |Then and Now, 178–181; Technology Then and Now, 182–185; Review and |

| |Assessment, 188 |

| |TG: Active Reading & Lesson Summary pages, 137–139, 140–142 |

|Standard 2 – Historical People, Events, and Symbols |

|Students identify and describe people, events, and symbols that are important to the United States. |

|1.2.1 Identify and explain the importance of American heroes, |SE: You’re a Grand Old Flag, 11; Capitol Building, 34; White House, |

|symbols, landmarks, and patriotic songs |36; Symbols of My Country, 38–41; Review and Assessment, 44; Statue |

| |of Liberty, 138, 151; Stories From the Past, 140–143; American |

| |Heroes, 174–177 |

| |TG: Active Reading & Lesson Summary pages 3, 21, 23, 24, 25, 26, 29, |

| |106–108, 134–136 |

|1.2.2 Describe reasons for celebrating events commemorated in |SE: What Are Our Celebrations? 130–133; We Celebrate Our Nation, |

|national holidays |136–139 |

| |TG: Active Reading & Lesson Summary pages 98–100, 103–105 |

|Geography |

|Standard 3 – Maps, Globes, and Environment |

|Students recognize and use basic geographic tools to organize and interpret information about people, places, and environments. |

|1.3.1 Identify a representation of a location/space on a map/globe |SE: Where Things Are Located, 86–89; Maps and Globes, 90–93 |

| |TG: Active Reading & Lesson Summary pages 63–65, 66–68 |

|1.3.2 Identify simple map symbols, compass rose (cardinal |SE: Maps and Globes, 90–93; Parts of a Map, 94–95; Review and |

|directions), and key/legend |Assessment, 114 |

| |TG: Active Reading & Lesson Summary pages 66–68, 69–70, 86 |

|1.3.3 Use mental mapping (visualizing details of a place or location |SE: myStory Book, 117 |

|out of one’s sight) to develop a basic map of local places |TG: Active Reading & Lesson Summary pages 87; Differentiated |

| |Instruction, 70 |

|1.3.4 Identify basic landforms using a globe or map |SE: Land and Water, 96–99; Continents and Oceans, 100–103; Our |

| |Environment, 104–107 |

| |TG: Active Reading & Lesson Summary pages 71–73, 74–76, 77–79 |

|1.3.5 Describe the impact that seasons have on daily activities and |SE: Weather, 105; We Make Choices, 106; Got It? 107; Review and |

|on the physical environment in various regions |Assessment, 116; What We Wear, 123 |

| |TG: Active Reading & Lesson Summary pages, 77, 78, 79, 87, 93 |

|1.3.6 Compare and contrast local traditions/celebrations, customs, |SE: Traditions We Share, 118; What Is Culture? 122–125; Families Are |

|languages, and foods as an introduction to culture |Alike and Different, 126–129; What Are Our Celebrations? 130–133; |

| |Compare and Contrast, 134–135; We Celebrate Our Nation, 136–139; |

| |Sharing Our Cultures, 144–147; myStory Book: How is Culture Shared? |

| |153 |

| |TG: Active Reading & Lesson Summary pages, 90, 92, 93, 94, 95, 96, |

| |97, 98, 99, 100, 101–102, 103–105, 109, 110, 111 |

|1.3.7 Explain ways in which people rely on the environment to meet |SE: Meeting Needs and Wants, 52; Our Environment, 104–107 |

|the basic human needs of food, clothing, and shelter |TG: Active Reading & Lesson Summary pages 36, 77–79 |

|1.3.8 Describe how the environment determines various types of human |SE: Our Environment, 104–107; Compare and Contrast, 134–135 |

|shelters |TG: Active Reading & Lesson Summary pages 77–79, 101–102 |

|1.3.9 Identify by name the town/city, parish, state, and country in |SE: Where Things Are Located, 86–89; myStory Book, 117 |

|which the student lives |TG: Active Reading & Lesson Summary pages 63, 64, 65 |

|1.3.10 Predict ways human actions impact the environment |SE: Caring for Earth, 106 |

| |TG: Active Reading & Lesson Summary page 79 |

|Civics |

|Standard 4 – Government and Citizenship |

|Students develop an understanding of the purpose and structure of government and their role as a responsible citizen. |

|1.4.1 Develop a list of rules for the classroom and describe their |SE: I Follow Rules, 24–27 |

|benefits/consequences |TG: Active Reading & Lesson Summary pages, 13, 14, 15; myWorld |

| |Activity, 27 |

|1.4.2 State examples of rules and laws in the home, school, and |SE: I Follow Rules, 24–26; Got it? 27 |

|community and explain their purposes |TG: Active Reading & Lesson Summary pages, 13, 14, 15; myWorld |

| |Activity, 27 |

|1.4.3 Identify the current mayor, governor, and president |SE: My Leaders, 28–31; My Government, 32–35 |

| |TG: Active Reading & Lesson Summary, 16–18, 19–21 |

|1.4.4 Describe the student's role, rights, and responsibilities as a |SE: I Am a Good Citizen, 14–17; My Rights and Responsibilities, |

|citizen of the class, the school, and the community |18–21; Conflict and Cooperation, 22–23 |

| |TG: Active Reading & Lesson Summary pages 5–7, 8–10, 11–12 |

|Economics |

|Standard 5 – Basic Economic Concepts |

|Students explain the economic concepts of goods and services within their school and community. |

|1.5.1 Identify ways to save money |SE: Spending and Saving, 68–71 |

| |TG: Active Reading & Lesson Summary pages, 48–50 |

|1.5.2 Distinguish between needs/wants of people by responding to real|SE: What We Need, What We Want, 50–53 |

|life situations |TG: Active Reading & Lesson Summary pages, 34–36s |

|1.5.3 Distinguish between goods and services |SE: Goods and Services, 58–61 |

| |TG: Active Reading & Lesson Summary pages 40–42 |

|1.5.4 Identify jobs and industries within the school and community |SE: Work in the Community, 46; Jobs People Do, 74–77; Review and |

| |Assessment, 79, 80; myStory Book, 81 |

| |TG: Active Reading & Lesson Summary pages 53–55, 58 |

|1.5.5 Identify ways people exchange/trade goods and services |SE: Buying and Selling, 64–67; Trade, 68 |

| |TG: Active Reading & Lesson Summary pages 45–47 |

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