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  • ELAR/SS: The World Around Us: Goods and Services / Digging Deeper into Research

ELAR/SS: The World Around Us: Goods and Services / Digging Deeper into Research

Suggested Time Frame: 24 Instructional Days

        
Genre Focus

1.9 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.

1.13 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) identify the topic and explain the author’s purpose in writing about the text.

1.14 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
(A) restate the main idea, heard or read;
(B) identify important facts or details in text, heard or read;
(C) retell the order of events in a text by referring to the words and/or illustrations;
(D) use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.

1.19 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(A) write brief compositions about topics of interest to the student;
(C) write brief comments on literary or informational texts.

1.23 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students (with adult assistance) are expected to:
(A) generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics; and
(B) decide what sources of information might be relevant to answer these questions.

1.24 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to:
(A) gather evidence from available sources (natural and personal) as well as from interviews with local experts;
(B) use text features (e.g., table of contents, alphabetized index) in age-appropriate reference works (e.g., picture dictionaries) to locate information;
(C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams)(with adult assistance).

1.25 Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students (with adult assistance) are expected to:
(A) revise the topic as a result of answers to initial research questions.

1.26 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to:
(A) create a visual display or dramatization to convey the results of the research.

Beginning Reading Skills

Reinforce as needed based on student data/need

Social Studies Focus
1.8A identify examples of goods and services in the home, school, and country
1.8B identify ways people exchange goods and services
1.8C identify the role of markets in the exchange of goods and services.
1.9A identify examples of people wanting more than they can have
1.9B explain why wanting more than they can have requires that people make choices
1.9C identify examples of choices families make when buying goods and services
1.10A describe the components of various jobs and the characteristics of a job well performed
1.10B describe how specialized jobs contribute to the production of goods and services
Oral & Written Conventions

1.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(D) spell base words with inflectional endings (e.g., adding “s” to make words plurals);