![america civ 5 america civ 5](https://i.kym-cdn.com/photos/images/facebook/001/087/673/641.jpg)
Generate questions and gather information from multiple sources to answer questions Ģ6. With assistance, categorize and organize facts and information within a given domain to answer questions Ģ5. Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/informational read-aloud, and/or make connections among several read-alouds Ģ4. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed Ģ3. Plan and/or draft and edit an informative/explanatory text that presents information from a nonfiction/informational read-aloud that includes mention of a topic, some facts about the topic, and some sense of closure Ģ2. Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for grades 1–3 Ģ1. Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds Ģ0. Use illustrations and details in a nonfiction/informational read-aloud to describe its key ideas ġ9. Distinguish between information provided by pictures or other illustrations and information provided by the words in a nonfiction/informational read-aloud ġ8. Ask and answer questions about unknown words and phrases in nonfiction/informational read-alouds and discussions ġ7. Describe the connection between two individuals, events, ideas, or pieces of information in a nonfiction/informational read-aloud ġ6. Identify the main topic and retell key details of a nonfiction/informational read-aloud ġ5. Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including answering why questions that require recognizing cause/effect relationships ġ4. Ask and answer questions (e.g., who, what, where, when), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational read-aloud ġ3. Explain that much of what we know about the Inca is because of the work of archaeologists ġ2. Identify the Aztec capital as Tenochtitlan identify that Machu Picchu is an Incan city ġ1. Explain the significance of the Mayan calendar ġ0. Describe the significance of the stars and planets to the Maya ĩ. Explain that the Maya/Aztec/Inca each had a religion Ĩ. Explain that the Maya/Aztec/Inca had leaders (kings or emperors) identify by name the emperor of the Aztec, Moctezuma ħ. Explain that the Maya/Aztec/Inca developed large cities or population centers, or empires, many, many years ago Ħ.
![america civ 5 america civ 5](https://www.civilization-tr.com/wp-content/uploads/2013/07/Kargo-gemisi.jpg)
Explain that the Maya/Aztec/Inca farmed ĥ. Identify the areas in which the Maya/Aztec/Inca lived Ĥ. Explain the importance of extended family to the Maya ģ. Explain that a shift occurred from hunting and gathering to farming among early peoples compare and contrast hunter-gatherer societies and Mayan society Ģ. By the end of this domain, students will be able to:ġ. This Tell It Again! Read-Aloud Anthology for Early American Civilizations contains background information and resources that the teacher will need to implement Domain 5, including an alignment chart for the domain to the Common Core State Standards an introduction to the domain including necessary background information for teachers, a list of domain components, a core vocabulary list for the domain, and planning aids and resources 11 lessons including objectives, read-alouds, discussion questions, and extension activities a Pausing Point a domain review a domain assessment culminating activities and teacher resources.