Access Social Studies - Kindergarten (#7721011) 


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Course Standards

Name Description
SS.K.A.1.1: Develop an understanding of how to use and create a timeline.
Related Access Points
Name Description
SS.K.A.1.AP.1: Sequence three events using a simple timeline such as events in the school day and at home.

SS.K.A.1.2: Develop an awareness of a primary source.
Related Access Points
Name Description
SS.K.A.1.AP.2: Examine primary sources, such as letters, photographs or paintings.

SS.K.A.2.1: Compare children and families of today with those in the past.
Related Access Points
Name Description
SS.K.A.2.AP.1: Recognize items from the present and the past.

SS.K.A.2.2: Recognize the importance of celebrations and national holidays as a way of remembering and honoring people, events, and our nation's ethnic heritage.
Related Access Points
Name Description
SS.K.A.2.AP.2: Identify national holidays and celebrations that honor people or events.

SS.K.A.2.3: Compare our nation's holidays with holidays of other cultures.
Related Access Points
Name Description
SS.K.A.2.AP.3: Recognize that national holidays and celebrations are different in other cultures.

SS.K.A.2.4: Listen to and retell stories about people in the past who have shown character ideals and principles including honesty, courage, and responsibility.
Related Access Points
Name Description
SS.K.A.2.AP.4: Identify an act of bravery or honesty in stories.

SS.K.A.2.5: Recognize the importance of U.S. symbols.
Related Access Points
Name Description
SS.K.A.2.AP.5: Identify the pledge of allegiance.

SS.K.A.3.1: Use words and phrases related to chronology and time to explain how things change and to sequentially order events that have occurred in school.
Related Access Points
Name Description
SS.K.A.3.AP.1: Recognize events that occur in the day and the night.

SS.K.A.3.2: Explain that calendars represent days of the week and months of the year.
Related Access Points
Name Description
SS.K.A.3.AP.2: Recognize a calendar.

SS.K.CG.1.1: Identify the purpose of rules and laws in the home and school.
Clarifications:

Clarification 1: Students will define rules as standards of responsible behavior (e.g., rules for home and school).

Clarification 2: Students will define laws as a system of rules intended to protect people and property that are created and enforced by government (e.g., speed limit).

Clarification 3: Students will identify what can happen without rules and laws.

Related Access Points
Name Description
SS.K.CG.1.AP.1: Recognize an example of a rule (home and school) or law (government).

SS.K.CG.1.2: Identify people who have the authority and power to make and enforce rules and laws.
Clarifications:
Clarification 1: Students will identify authority figures in their school and community including, but not limited to, parents, teachers and law enforcement officers.
Related Access Points
Name Description
SS.K.CG.1.AP.2: Recognize people who have authority and make rules.

SS.K.CG.2.1: Describe and demonstrate the characteristics of being a responsible citizen.
Clarifications:

Clarification 1: Students will identify examples of responsible citizenship.

Clarification 2: Students will demonstrate that conflicts can be resolved in ways that are consistent with being a responsible citizen.

Clarification 3: Students will explain why it is important to take responsibility for one’s actions.

Related Access Points
Name Description
SS.K.CG.2.AP.1: Demonstrate a characteristic of being a responsible citizen in the classroom.

SS.K.CG.2.2: Describe ways for groups to make decisions.
Clarifications:

Clarification 1: Students will practice decision-making in small and large groups through voting, taking turns, class meetings and discussion.

Clarification 2: Students will identify examples of responsible decisions.

Related Access Points
Name Description
SS.K.CG.2.AP.2: Recognize a way to make a decision, such as raising hands or taking turns.

SS.K.CG.2.3: Define patriotism as the allegiance to one’s country.
Clarifications:

Clarification 1: Students will identify patriotic holidays and observances (e.g., American Founders Month, Celebrate Freedom Week, Constitution Day, Independence Day, Martin Luther King Jr. Day, Medal of Honor Day, Memorial Day, Patriot Day, Veterans Day).

Clarification 2: Students will recognize that the Pledge of Allegiance is an oath that affirms American values and freedom.

Clarification 3: Students will identify “I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all” as the Pledge of Allegiance.

Related Access Points
Name Description
SS.K.CG.2.AP.3: Students will recognize “I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all” as the Pledge of Allegiance.

SS.K.CG.2.4: Recognize symbols that represent the United States.
Clarifications:
Clarification 1: Students will recognize the American flag, the bald eagle and the U.S. President as symbols that represent the United States.
Related Access Points
Name Description
SS.K.CG.2.AP.4: Identify the United States flag.

SS.K.CG.2.5: Recognize symbols that represent Florida.
Clarifications:
Clarification 1: Students will recognize Florida’s state flag and state nickname (“The Sunshine State”) as symbols that represent the state.
Related Access Points
Name Description
SS.K.CG.2.AP.5: Identify a Florida symbol.

SS.K.E.1.1: Describe different kinds of jobs that people do and the tools or equipment used.
Related Access Points
Name Description
SS.K.E.1.AP.1: Identify school and community workers.

SS.K.E.1.2: Recognize that United States currency comes in different forms.
Related Access Points
Name Description
SS.K.E.1.AP.2: Recognize an example of money.

SS.K.E.1.3: Recognize that people work to earn money to buy things they need or want.
Related Access Points
Name Description
SS.K.E.1.AP.3: Recognize that people use money to buy things.

SS.K.E.1.4: Identify the difference between basic needs and wants.
Related Access Points
Name Description
SS.K.E.1.AP.4: Recognize basic needs.

SS.K.G.1.1: Describe the relative location of people, places, and things by using positional words.
Related Access Points
Name Description
SS.K.G.1.AP.1: Identify the relative location of an object by using positional words.

SS.K.G.1.2: Explain that maps and globes help to locate different places and that globes are a model of the Earth.
Related Access Points
Name Description
SS.K.G.1.AP.2: Recognize a map as a drawing of a place.

SS.K.G.1.3: Identify cardinal directions (north, south, east, west).
Related Access Points
Name Description
SS.K.G.1.AP.3: Track movement in different directions on a map.

SS.K.G.1.4: Differentiate land and water features on simple maps and globes.
Related Access Points
Name Description
SS.K.G.1.AP.4: Identify land and water on a simple map or globe.

SS.K.G.2.1: Locate and describe places in the school and community.
Related Access Points
Name Description
SS.K.G.2.AP.1: Identify a place in the classroom or school.

SS.K.G.2.2: Know one's own phone number, street address, city or town and that Florida is the state in which the student lives.
Related Access Points
Name Description
SS.K.G.2.AP.2: Identify the features of their own home.

SS.K.G.3.1: Identify basic landforms.
Related Access Points
Name Description
SS.K.G.3.AP.1: Recognize basic landforms.

SS.K.G.3.2: Identify basic bodies of water.
Related Access Points
Name Description
SS.K.G.3.AP.2: Recognize basic bodies of water.

SS.K.G.3.3: Describe and give examples of seasonal weather changes, and illustrate how weather affects people and the environment.
Related Access Points
Name Description
SS.K.G.3.AP.3: Recognize types of weather and a way weather affects people.

MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
ELD.K12.ELL.SS.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
HE.K.C.2.4 (Archived Standard): Explain the importance of rules to maintain health.
Related Access Points
Name Description
HE.K.C.2.In.d: Recognize the importance of rules to maintain health, such as avoiding accidents by walking instead of running, waiting one’s turn, and keeping hands and feet to oneself.
HE.K.C.2.Su.d: Recognize the importance of a rule to maintain health, such as walking instead of running, waiting one’s turn, or keeping hands and feet to oneself.
HE.K.C.2.Pa.d: Associate a classroom rule with health, such as waiting one’s turn or keeping hands and feet to oneself.




General Course Information and Notes

GENERAL NOTES

Access Courses:

Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to the grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Social Studies.  For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/ss.pdf.


General Information

Course Number: 7721011 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS SOC ST - K
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
  • Core Course
Course Type: Core Academic Course
Course Status: Course Approved
Grade Level(s): K



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Early Childhood Education (Early Childhood) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Social Studies (Elementary Grades 1-6)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Early Childhood Education (Early Childhood) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Social Studies (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Early Childhood Education (Early Childhood) Plus Varying Exceptionalities (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Social Studies (Elementary Grades 1-6)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Early Childhood Education (Early Childhood) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Social Studies (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Early Childhood Education (Early Childhood) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Social Studies (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)


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