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.
Clarifications:
May include, but are not limited to:  Put in order three things that happened during the school day. 
Related Access Points
Name Description
SS.K.A.1.In.a: Sequence three events using a simple timeline, such as events in the school day and at home.
SS.K.A.1.Su.a: Sequence two events in the school day to show which comes first.
SS.K.A.1.Pa.a: Recognize the next step in a sequenced activity.
SS.K.A.1.2: Develop an awareness of a primary source.
Clarifications:
Examples may include, but are not limited to,  photographs, a letter from a grandparent, or other artifacts. 
Related Access Points
Name Description
SS.K.A.1.In.b: Examine primary sources, such as photographs or paintings of a famous person.
SS.K.A.1.Su.b: Examine a primary source, such as a photograph.
SS.K.A.1.Pa.b: Associate a photograph or object with a person or event.
SS.K.A.2.1: Compare children and families of today with those in the past.
Clarifications:
Examples may include, but are not limited to,  family life now versus family life when grandparents were young.
Related Access Points
Name Description
SS.K.A.2.In.a: Recognize items from the present and the past, such as clothing and transportation.
SS.K.A.2.Su.a: Recognize clothing from the present and the past.
SS.K.A.2.Pa.a: Recognize a family member.
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.
Clarifications:
Examples may include, but are not limited to, federal holidays and ethnic celebrations..
Related Access Points
Name Description
SS.K.A.2.In.b: Recognize that national holidays and celebrations honor people or events, such as Thanksgiving, Memorial Day, or birthdays.
SS.K.A.2.Su.b: Recognize a national holiday or celebration, such as Thanksgiving or birthdays.
SS.K.A.2.Pa.b: Associate a celebration with an event, such as a birthday or holiday.
SS.K.A.2.3: Compare our nation's holidays with holidays of other cultures.
Clarifications:
Examples may include, but are not limited to, National holidays are different in other countries.
Related Access Points
Name Description
SS.K.A.2.In.c: Recognize that national holidays and celebrations honor people or events, such as Thanksgiving, Memorial Day, or birthdays.
SS.K.A.2.Su.c: Recognize a national holiday or celebration, such as Thanksgiving or birthdays.
SS.K.A.2.Pa.c: Associate a celebration with an event, such as a birthday or holiday.
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.
Clarifications:
Examples may include, but are not limited to, Presidents, war veterans, community members, and leaders.
Related Access Points
Name Description
SS.K.A.2.In.d: Identify an act of bravery or honesty in stories about someone from the past, such as George Washington.
SS.K.A.2.Su.d: Recognize a person who showed bravery in stories about the past.
SS.K.A.2.Pa.d: Recognize a person in a story.
SS.K.A.2.5: Recognize the importance of U.S. symbols.
Clarifications:
Examples may include, but are not limited to,  the Statue of Liberty, the bald eagle, the Star Spangled Banner, and national and state flags, the pledge of allegiance, and the national anthem. 
Related Access Points
Name Description
SS.K.A.2.In.e: Recognize United States symbols, such as the American flag and bald eagle.
SS.K.A.2.Su.e: Recognize a United States symbol, such as the American flag or bald eagle.
SS.K.A.2.Pa.e: Recognize a patriotic song.
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.
Clarifications:
Examples may include, but are not limited to, before, after; morning, afternoon, evening; today, tomorrow, yesterday; past, present, future; last week, this week, next week; day, week, month, year.
Related Access Points
Name Description
SS.K.A.3.In.a: Identify concepts of time using words, such as before, after, morning, afternoon, day, and night.
SS.K.A.3.Su.a: Recognize events that occur in the day and the night, such as going to school in the day or sleeping at night.
SS.K.A.3.Pa.a: Associate daytime with a common activity, such as getting dressed.
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.In.b: Identify that the numbers on a calendar represent the date of the month.
SS.K.A.3.Su.b: Recognize a calendar.
SS.K.A.3.Pa.b: Associate an object or picture with a daily event, such as story time.
SS.K.C.1.1: Define and give examples of rules and laws, and why they are important.
Clarifications:
Examples are standing in line at school and wearing a bike helmet.
Related Access Points
Name Description
SS.K.C.1.In.a: Identify a classroom rule.
SS.K.C.1.Su.a: Recognize a classroom rule.
SS.K.C.1.Pa.a: Associate a simple rule with a behavior in the classroom.
SS.K.C.1.2: Explain the purpose and necessity of rules and laws at home, school, and community.
Clarifications:
Examples are attending school and wearing a seat belt.
Related Access Points
Name Description
SS.K.C.1.In.b: Identify reasons for having rules at home and in the classroom.
SS.K.C.1.Su.b: Recognize reasons for having rules at home and in the classroom.
SS.K.C.1.Pa.b: Associate a simple rule with a behavior in the classroom.
SS.K.C.2.1: Demonstrate the characteristics of being a good citizen.
Clarifications:
Examples are taking turns, sharing, taking responsibility, following rules, understanding the consequences of breaking rules, practicing honesty, self-control, and participating in classroom decision making.
Related Access Points
Name Description
SS.K.C.2.In.a: Demonstrate characteristics of being a good citizen in the classroom, such as taking turns, sharing, and following rules.
SS.K.C.2.Su.a: Demonstrate selected characteristics of being a good citizen in the classroom, such as taking turns and sharing.
SS.K.C.2.Pa.a: Demonstrate a characteristic of being a good citizen, such as cooperating in the classroom.
SS.K.C.2.2: Demonstrate that conflicts among friends can be resolved in ways that are consistent with being a good citizen.
Related Access Points
Name Description
SS.K.C.2.In.b: Identify ways that friends avoid conflicts by being good citizens, such as by sharing and taking turns.
SS.K.C.2.Su.b: Recognize a way to avoid conflicts with friends, such as by sharing.
SS.K.C.2.Pa.b: Demonstrate a characteristic of being a good citizen, such as cooperating in the classroom.
SS.K.C.2.3: Describe fair ways for groups to make decisions.
Clarifications:
Examples are voting, taking turns, and coming to an agreement.
Related Access Points
Name Description
SS.K.C.2.In.c: Identify fair ways to make a decision, such as listening to other opinions or voting.
SS.K.C.2.Su.c: Recognize a fair way to make a decision, such as raising hands or taking turns.
SS.K.C.2.Pa.c: Associate making decisions with choices.
SS.K.E.1.1: Describe different kinds of jobs that people do and the tools or equipment used.
Clarifications:
Examples are community helpers, firefighter and fire truck).
Related Access Points
Name Description
SS.K.E.1.In.a: Identify school and community workers, such as teachers, police, and firefighters.
SS.K.E.1.Su.a: Recognize a community worker, such as a police officer or firefighter.
SS.K.E.1.Pa.a: Recognize a school worker, such as a teacher or bus driver.
SS.K.E.1.2: Recognize that United States currency comes in different forms.
Clarifications:
Examples are coins and bills.
Related Access Points
Name Description
SS.K.E.1.In.b: Recognize forms of money, such as coins and bills.
SS.K.E.1.Su.b: Recognize an example of money, such as a coin or bill.
SS.K.E.1.Pa.b: Recognize differences in the appearance of coins.
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.In.c: Recognize that people use money to buy things they need in stores.
SS.K.E.1.Su.c: Recognize an example of a place to buy food, such as a grocery store or restaurant.
SS.K.E.1.Pa.c: Recognize a desired item or activity.
SS.K.E.1.4: Identify the difference between basic needs and wants.
Clarifications:
Examples of needs are clothing and shelter and examples of wants are video games and toys.
Related Access Points
Name Description
SS.K.E.1.In.d: Identify basic needs, such as food and clothing.
SS.K.E.1.Su.d: Recognize basic needs, such as food and clothing.
SS.K.E.1.Pa.d: Recognize a basic need, such as food or clothing.
SS.K.G.1.1: Describe the relative location of people, places, and things by using positional words.
Clarifications:
Examples are near/far; above/below, left/right and behind/front.
Related Access Points
Name Description
SS.K.G.1.In.a: Identify the relative location of an object by using positional words, such as up/down and top/bottom.
SS.K.G.1.Su.a: Identify the relative location of an object as up or down.
SS.K.G.1.Pa.a: Recognize the location of an object or person.
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.In.b: Recognize a map as a drawing of a place.
SS.K.G.1.Su.b: Recognize a picture of a location.
SS.K.G.1.Pa.b: Associate a picture with a place.

SS.K.G.1.3: Identify cardinal directions (north, south, east, west).
Related Access Points
Name Description
SS.K.G.1.In.c: Recognize selected cardinal directions on a map.
SS.K.G.1.Su.c: Recognize directions in which objects and people move.
SS.K.G.1.Pa.c: Track movement in different directions.
SS.K.G.1.4: Differentiate land and water features on simple maps and globes.
Clarifications:
Examples are blue is water and green/brown is land.
Related Access Points
Name Description
SS.K.G.1.In.d: Recognize a water feature on a map or globe.
SS.K.G.1.Su.d: Recognize a water feature in a picture of a location.
SS.K.G.1.Pa.d: Associate a picture with a place.
SS.K.G.2.1: Locate and describe places in the school and community.
Clarifications:
Examples are the cafeteria, library, office, restrooms, and classroom.
Related Access Points
Name Description
SS.K.G.2.In.a: Identify a place in the classroom or school.
SS.K.G.2.Su.a: Recognize a place in the classroom or school.
SS.K.G.2.Pa.a: Associate a place with a person or activity 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.In.b: Identify features of own home, such as home is where I live and it is on a street.
SS.K.G.2.Su.b: Recognize a feature of own home, such as home is where I live.
SS.K.G.2.Pa.b: Associate own home with a person or object.
SS.K.G.3.1: Identify basic landforms.
Clarifications:
Examples are hills, forests, wetlands, and coasts.
Related Access Points
Name Description
SS.K.G.3.In.a: Recognize basic landforms, such as hills and forests.
SS.K.G.3.Su.a: Recognize a basic landform, such as hills or forests.
SS.K.G.3.Pa.a: Associate land with grass, dirt, or trees.
SS.K.G.3.2: Identify basic bodies of water.
Clarifications:
Examples are rivers, lakes, oceans, and gulfs.
Related Access Points
Name Description
SS.K.G.3.In.b: Recognize basic bodies of water in the local environment, such as a river and lake.
SS.K.G.3.Su.b: Recognize a basic body of water in the local environment.
SS.K.G.3.Pa.b: Recognize water in the environment.
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.In.c: Recognize types of weather and a way weather affects people.
SS.K.G.3.Su.c: Recognize a type of weather and a way weather affects people.
SS.K.G.3.Pa.c: Associate a type of weather with its effect on people.

LAFS.K.RI.1.1: With prompting and support, ask and answer questions about key details in a text.
Related Access Points
Name Description
LAFS.K.RI.1.AP.1a: With prompting and support, answer questions about key details in a text.
LAFS.K.RI.1.AP.1b: With prompting and support, ask questions about key details in a text.
LAFS.K.RI.1.2: With prompting and support, identify the main topic and retell key details of a text.
Related Access Points
Name Description
LAFS.K.RI.1.AP.2a: Discuss key details and main topic of a preferred text.
LAFS.K.RI.1.AP.2b: With prompting and support, identify the main topic.
LAFS.K.RI.1.AP.2c: With prompting and support, retell/identify key details in a text.
LAFS.K.RI.1.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Related Access Points
Name Description
LAFS.K.RI.1.AP.3a: With prompting and support, describe the connection between two individuals, events, ideas or pieces of information.
LAFS.K.RI.2.4: With prompting and support, ask and answer questions about unknown words in a text.
Related Access Points
Name Description
LAFS.K.RI.2.AP.4a: Ask questions about unknown words in a text.
LAFS.K.RI.2.AP.4b: Answer questions about unknown words in a text.
LAFS.K.RI.3.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
Related Access Points
Name Description
LAFS.K.RI.3.AP.7a: Identify a labeled photo, diagram or graphic from within an informational text.
LAFS.K.RI.3.AP.7b: With prompting and support, interpret the information provided in photos, diagrams or graphics and the text in which they appear (e.g., what person, place, thing or idea in the text an illustration depicts).
LAFS.K.RI.3.8: With prompting and support, identify the reasons an author gives to support points in a text.
Related Access Points
Name Description
LAFS.K.RI.3.AP.8a: With prompting and support, identify the facts an author gives to support points in a text.
LAFS.K.RI.4.10: Actively engage in group reading activities with purpose and understanding.
Related Access Points
Name Description
LAFS.K.RI.4.AP.10a: Choose informational text to read and reread, listen to or view for leisure purposes.
LAFS.K.RI.4.AP.10b: Choose text to read and reread, listen to or view for informational purposes (e.g., to answer questions; to understand the world around them).
LAFS.K.RI.4.AP.10c: Engage in group reading of informational text by sharing something learned or something enjoyed.
LAFS.K.SL.1.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
  1. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
  2. Continue a conversation through multiple exchanges.
Related Access Points
Name Description
LAFS.K.SL.1.AP.1a: Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
LAFS.K.SL.1.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
Related Access Points
Name Description
LAFS.K.SL.1.AP.2a: With prompting and support, confirm understanding of a text read aloud or information presented orally or through other media by requesting clarification if something is not understood.
LAFS.K.SL.1.AP.2b: Confirm understanding of a text read aloud or information presented orally or through other media by answering questions about key details.
LAFS.K.SL.1.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Related Access Points
Name Description
LAFS.K.SL.1.AP.3a: Ask and answer questions in order to seek help, get information or clarify something that is not understood.
LAFS.K.SL.2.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Related Access Points
Name Description
LAFS.K.SL.2.AP.4a: Describe familiar people, places, things and events orally or in writing.
LAFS.K.SL.2.AP.4b: With prompting and support, provide additional details to the description or drawings of familiar people, places, things and events.
LAFS.K.SL.2.AP.4c: Present, orally or in writing, factual information of familiar people, places, things and events.
LAFS.K.SL.2.AP.4d: Describe a single event or a series of events using drawings or simple sentences.
LAFS.K.W.1.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Related Access Points
Name Description
LAFS.K.W.1.AP.2a: With prompting and support, create a permanent product (e.g., select/generate responses to form paragraph/essay) that contains a main topic and details about an informational topic.
LAFS.K.W.1.AP.2b: Use a combination of drawing, dictating and writing in response to a topic, text or stimulus (e.g., event, photo).
LAFS.K.W.1.AP.2c: Organize information on a topic that includes two pieces of relevant content.
LAFS.K.W.1.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Related Access Points
Name Description
LAFS.K.W.1.AP.3a: Use a combination of drawing, dictating and writing when generating story ideas in response to a topic, text or stimulus (e.g., event, photo, text, daily writing log).
LAFS.K.W.1.AP.3b: Write, dictate or draw about an event.
LAFS.K.W.1.AP.3c: Describe a single event or a series of events using drawings or simple sentences.
LAFS.K.W.2.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
Related Access Points
Name Description
LAFS.K.W.2.AP.5a: With guidance and support, use feedback on a topic (e.g., additional text, drawings, visual displays, labels) to strengthen informational writing.
LAFS.K.W.2.AP.5b: With guidance and support, use feedback to (e.g., elaborate on story elements) to strengthen narrative writing.
LAFS.K.W.2.AP.5c: With guidance and support, use feedback (e.g., drawings, visual displays, labels) to strengthen persuasive writing.
MAFS.K12.MP.1.1:

Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

MAFS.K12.MP.3.1:

Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

MAFS.K12.MP.5.1: Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
MAFS.K12.MP.6.1:

Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

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: Explain the importance of rules to maintain health.
Clarifications:
Walk don't run, wait your turn, keep your hands and feet to yourself, and play fair.
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 intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

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
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)


There are more than 127 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/15469