Content Standard

S5L1. Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification.

a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal).

Reading Standards

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:

a. Locates facts that answer the reader’s questions.

b. Identifies and uses knowledge of common textual features (e.g., paragraphs,

topic sentences, concluding sentences, glossary).

c. Identifies and uses knowledge of common graphic features (e.g., charts, maps,

diagrams, captions, and illustrations).

d. Identifies and uses knowledge of common organizational structures (e.g.,chronological order, logical order, cause and effect, classification schemes).

e. Distinguishes cause from effect in context.

f. Identifies and analyzes main ideas, supporting ideas, and supporting details.

g. Makes perceptive and well-developed connections.

h. Relates new information to prior knowledge and experience and makes connections to related topics or information.


Writing Standards

ELA5W2 The student demonstrates competence in a variety of genres.
The student produces a narrative that:
a. Engages the reader by establishing a context, creating a point of view, and otherwise
developing reader interest.
b. Establishes a plot, point of view, setting, and conflict, and/or the significance of events.
c. Creates an organizing structure.
d. Includes sensory details and concrete language to develop plot and character.
e. Excludes extraneous details and inconsistencies.
f. Develops complex characters through actions describing the motivation of
characters and character conversation.
g. Uses a range of appropriate narrative strategies such as flashback, foreshadowing,
dialogue, tension, or suspense.
h. Provides a sense of closure to the writing.
i. Lifts the level of language using appropriate strategies including word choice.

The student produces informational writing (e.g., report, procedures, correspondence) that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and
otherwise developing reader interest.
b. Develops a controlling idea that conveys a perspective on a subject.
c. Creates an organizing structure appropriate to a specific purpose, audience,
and context.
d. Includes appropriate facts and details.
e. Excludes extraneous details and inappropriate information.
f. Uses a range of appropriate strategies, such as providing facts and details,
describing or analyzing the subject, and narrating a relevant anecdote.
g. Draws from more than one source of information such as speakers, books, newspapers, and online materials.
h. Provides a sense of closure to the writing.
i. Lifts the level of language using appropriate strategies including word choice.

The student produces a persuasive essay that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.
b. States a clear position in support of a proposal.
c. Supports a position with relevant evidence.
d. Creates an organizing structure appropriate to a specific purpose, audience,
and context.
e. Addresses reader concerns.
f. Excludes extraneous details and inappropriate information.
g. Provides a sense of closure to the writing.
h. Raises the level of language using appropriate strategies (word choice).